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Teacher-Implemented Accumulated and Distributed Reinforcement in the Classroom Setting.

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Title: Teacher-Implemented Accumulated and Distributed Reinforcement in the Classroom Setting.
Authors: Benevides, Jessica (AUTHOR), Cividini-Motta, Catia (AUTHOR), R. Mandel, Natalie (AUTHOR)
Source: Journal of Behavioral Education. Mar2026, Vol. 35 Issue 1, p617-639. 23p.
Subjects: Reinforcement (Psychology), Classroom management, Student engagement, Human behavior
Abstract: Challenging behavior (i.e., interfering behavior) can negatively impact a teacher's implementation of classroom management strategies which can be detrimental to student outcomes and increase the risk for teacher burnout. Evidence-based strategies such as differential reinforcement have been shown to be effective at reducing challenging behavior. Moreover, accumulated and distributed reinforcer arrangements using tokens have been shown to both reduce challenging behavior and increase task engagement. However, research to date has not yet evaluated the impact of accumulated and distributed reinforcer arrangements within the natural classroom environment. The purpose of this study was to assess the effectiveness of and preference for teacher-implemented accumulated and distributed schedules of reinforcement in a classroom setting. This study included three children, ages 11–12 years, and their teachers. Results indicate that both schedules of reinforcement decreased interfering behavior in the classroom setting and two out of three participants preferred the distributed arrangement over the accumulated. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Teacher-Implemented Accumulated and Distributed Reinforcement in the Classroom Setting.
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  Data: <searchLink fieldCode="AR" term="%22Benevides%2C+Jessica%22">Benevides, Jessica</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cividini-Motta%2C+Catia%22">Cividini-Motta, Catia</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22R%2E+Mandel%2C+Natalie%22">R. Mandel, Natalie</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Behavioral+Education%22">Journal of Behavioral Education</searchLink>. Mar2026, Vol. 35 Issue 1, p617-639. 23p.
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  Data: <searchLink fieldCode="DE" term="%22Reinforcement+%28Psychology%29%22">Reinforcement (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+management%22">Classroom management</searchLink><br /><searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Human+behavior%22">Human behavior</searchLink>
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  Data: Challenging behavior (i.e., interfering behavior) can negatively impact a teacher's implementation of classroom management strategies which can be detrimental to student outcomes and increase the risk for teacher burnout. Evidence-based strategies such as differential reinforcement have been shown to be effective at reducing challenging behavior. Moreover, accumulated and distributed reinforcer arrangements using tokens have been shown to both reduce challenging behavior and increase task engagement. However, research to date has not yet evaluated the impact of accumulated and distributed reinforcer arrangements within the natural classroom environment. The purpose of this study was to assess the effectiveness of and preference for teacher-implemented accumulated and distributed schedules of reinforcement in a classroom setting. This study included three children, ages 11–12 years, and their teachers. Results indicate that both schedules of reinforcement decreased interfering behavior in the classroom setting and two out of three participants preferred the distributed arrangement over the accumulated. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10864-025-09578-8
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        Text: English
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      – SubjectFull: Classroom management
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      – SubjectFull: Student engagement
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      – SubjectFull: Human behavior
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              Text: Mar2026
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