Break from Work

Break from Work
Break from Work
Break from Work
Break from Work
Break from Work
Break from Work
Break from Work
Break from Work
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7 MB|11 pages
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Product Description
Break from Work
Age/Grade: Preschool – High School
Setting: School, Home, Clinic, In-patient
Individual or Group: One or more people
Tier: 1, 2, & 3
Desired/ Appropriate Behavior:
Task completion, on-task, & task accuracy
Skill Level: Fluency to maintenance

Many times educators are asked to give praise or rewards reinforcement) to children when the children are displaying appropriate behaviors. Educators often give praise or rewards randomly. However, the delivery of reinforcement on a Fixed-Time (FT) schedule (sometimes referred to as noncontingent
reinforcement or NCR) has been shown to reduce rates of disruption, aggression, and self-injury. An example of NCR is a teacher giving positive praise every 2 minutes whenever the child
displays appropriate behaviors. However, not all of the child’s behaviors are reinforced by positive praise. Sometimes children demonstrate that they want out of a situation such as work, a difficult social situation, or task demands by displaying inappropriate behaviors so that they will be removed from the classroom, sent to in-school suspension, or given out-of-school suspension. This sequence of inappropriate behavior followed by removal from the situation is referred to as escape or negative reinforcement. Negative reinforcement is defined as a removal of aversive stimulus, resulting in the increased probability of the same behavior in the future. For example, a teacher removing a child from the classroom or taking away the child’s work increases the probability of inappropriate behaviors in the future, thus providing the child with negative reinforcement. Waller and Higbee (2010) measured the
effects of a FT schedule of escape (negative reinforcement), also known as Break from Work, on the disruptive and appropriate academic behaviors of two junior high students in a public school setting. Results demonstrated that FT escape from tasks resulted in a substantial decrease in disruptive behavior and an increase in time engaged in tasks for both participants.
Total Pages
11 pages
Answer Key
N/A
Teaching Duration
Lifelong tool
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