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. |
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| 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] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| 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] |
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| ISSN: | 10530819 |
| DOI: | 10.1007/s10864-025-09578-8 |
