{"id":17431,"date":"2021-03-12T11:20:29","date_gmt":"2021-03-12T11:20:29","guid":{"rendered":"https:\/\/autismpartnership.com.hk\/?p=17431"},"modified":"2024-01-30T10:39:11","modified_gmt":"2024-01-30T02:39:11","slug":"reinforcement-development-in-group-settings","status":"publish","type":"post","link":"https:\/\/autismpartnership.com.hk\/en\/reinforcement-development-in-group-settings\/","title":{"rendered":"Reinforcement Development in Group Settings"},"content":{"rendered":"<p>Learning motivation has a great impact on students\u2019 learning progress in both one-to-one and group settings. In AP, we put huge emphasis on developing and expanding students\u2019 interest on a regular basis. In one-to- one therapy, staff work very hard in expanding students\u2019 interest in toys, activities and social reinforcement. However, it might not be sufficient for students to survive and remain motivated in group settings. Therefore, to prepare students to learn effectively in group settings, <strong style=\"font-weight: bold;\">we aim at developing reinforcers that are commonly found and are accessible in a classroom setting. <\/strong>Below are some of the reinforcers that we teach and develop in our group programs:<\/p>\n<p>&nbsp;<\/p>\n<h4><strong style=\"font-weight: bold;\"><span style=\"color: #05509f;\">Social Praise <\/span><\/strong><\/h4>\n<p>In a kindergarten classroom, teachers often use social praise to reward students. These are not actual\/ external reinforcers, like toys. Since students with ASD have challenges in social skills, they may not enjoy teachers\u2019 social praise as much as typically developing children, or those social praise may not be strong enough to motivate them to pay the effort in trying hard. In AP\u2019s group program, teachers choose social praise, often call-and response ones, that are commonly used in school settings. For example, teacher says, \u201cHip-Hip\u201d, and students responded with \u201cHurray!\u201d.<\/p>\n<p><img fetchpriority=\"high\" decoding=\"async\" class=\" wp-image-25258 aligncenter\" src=\"https:\/\/autismpartnership.com.hk\/wp-content\/uploads\/reinforcement-development-in-group-settings-1-300x125.jpg\" alt=\"\" width=\"718\" height=\"299\" srcset=\"https:\/\/autismpartnership.com.hk\/wp-content\/uploads\/reinforcement-development-in-group-settings-1-300x125.jpg 300w, https:\/\/autismpartnership.com.hk\/wp-content\/uploads\/reinforcement-development-in-group-settings-1.jpg 640w\" sizes=\"(max-width: 718px) 100vw, 718px\" \/><\/p>\n<p>The teaching objectives of call- and- response social praise include<br \/>\n<strong style=\"font-weight: bold;\">(1) Responding to the call- and- response instructions and<br \/>\n(2) Developing students\u2019 interest and desire in earning social praise through group effect. <\/strong><\/p>\n<p><script src='\/\/player.polyv.net\/script\/player.js'><\/script><\/p>\n<p>&nbsp;<\/p>\n<div id=\"plv_bec965c62ded406af361b78df11ebad3_b\" style=\"text-align: center;\"><\/div>\n<p><script>\nvar player = polyvPlayer({\n  'wrap':'#plv_bec965c62ded406af361b78df11ebad3_b',\n  'width':'600',\n  'height':'338',\n  'vid': 'bec965c62ded406af361b78df11ebad3_b',\n  'playsafe': '' \/\/ \u64ad\u653e\u52a0\u5bc6\u89c6\u9891\u7684\u51ed\u8bc1, \u53d6\u503c\u53c2\u8003\u6587\u6863: http:\/\/dev.polyv.net\/?p=16673 \n});\n<\/script><\/p>\n<h4><strong style=\"font-weight: bold;\"><span style=\"color: #05509f;\">Competition<\/span><\/strong><\/h4>\n<p>Typically developing children enjoy participating and winning in competitions\u3002 They love to show off their skills and ability. At the same time, competition is a common element in a lot of children play or games. Therefore, through teaching the concept of competition, we would like our students to acquire<br \/>\n<strong style=\"font-weight: bold;\">(1) the concept of winning and losing, and<br \/>\n(2) the enjoyment and desire in winning the competition. <\/strong>Some common competitions in our group include: running race, musical chair, competition tokens etc.<\/p>\n<p><script src='\/\/player.polyv.net\/script\/player.js'><\/script><\/p>\n<div id=\"plv_bec965c62d016a01fd82c93a8e4ee2c9_b\" style=\"text-align: center;\"><\/div>\n<p><script>\nvar player = polyvPlayer({\n  'wrap':'#plv_bec965c62d016a01fd82c93a8e4ee2c9_b',\n  'width':'600',\n  'height':'338',\n  'vid': 'bec965c62d016a01fd82c93a8e4ee2c9_b',\n  'playsafe': '' \/\/ \u64ad\u653e\u52a0\u5bc6\u89c6\u9891\u7684\u51ed\u8bc1, \u53d6\u503c\u53c2\u8003\u6587\u6863: http:\/\/dev.polyv.net\/?p=16673 \n});\n<\/script><\/p>\n<h4><strong style=\"font-weight: bold;\"><span style=\"color: #05509f;\">\u201cBig Boy\/ Girl\u201d \/ \u201cRole Model\u201d <\/span><\/strong><\/h4>\n<p>Getting a \u201cBig Boy\/ Girl\u201d or \u201cRole Model\u201d badge, sticker, stamp or a star on the \u201cStar of the Week\u201d Chart are some of the common rewards that are used in a classroom setting. Students gain teachers\u2019 and peers\u2019 approval by demonstrating appropriate behaviors. These are the common behavioral management strategy that are used in classroom settings in helping students maintain their behaviors.<\/p>\n<p>&nbsp;<\/p>\n<h4><strong style=\"font-weight: bold;\"><span style=\"color: #05509f;\">Teacher Helper<\/span><\/strong><\/h4>\n<p>Being a teacher helper is a privilege. The teacher helper can be the person being in charge of giving out the worksheets or leading the line. These could be a task or demand for children with ASD. They may not see it as a privilege. Therefore, in our group program, teacher will expose and pair these special roles with appropriate behavior in order to increase their desire and interest in earning those privilege.<\/p>\n<p><img decoding=\"async\" class=\" wp-image-25260 aligncenter\" src=\"https:\/\/autismpartnership.com.hk\/wp-content\/uploads\/reinforcement-development-in-group-settings-2-300x125.jpg\" alt=\"\" width=\"749\" height=\"312\" srcset=\"https:\/\/autismpartnership.com.hk\/wp-content\/uploads\/reinforcement-development-in-group-settings-2-300x125.jpg 300w, https:\/\/autismpartnership.com.hk\/wp-content\/uploads\/reinforcement-development-in-group-settings-2.jpg 640w\" sizes=\"(max-width: 749px) 100vw, 749px\" \/><\/p>\n<h4><strong style=\"font-weight: bold;\"><span style=\"color: #05509f;\">Privilege<\/span><\/strong><\/h4>\n<p>In group settings, there can be a lot of special privilege, for example, being able to choose or be chosen to do a certain thing first, like being able to line up, coming out to stick the poster or flashcard onto the whiteboard, or redeeming\/ being able to exchange for a bigger reward, like participating in the \u201cStar of the Week\u201d party. <strong style=\"font-weight: bold;\">Privilege can also be embedded reinforcement.<\/strong> Embedded reinforcement is relevant things that we provide\/ allow the student to do to reinforce a certain behavior. For example, during story time, a student is being attentive, teacher reinforces his behavior by inviting him to come out and turn a page for the class. <strong style=\"font-weight: bold;\">Another privilege that we use a lot in a group is \u201cSocial Party\u201d. <\/strong>For example, teacher pick a song that all students like. Depending on their performance on their individual goal, whoever maintains their target behavior throughout the lesson gets to join the \u201csocial party\u201d.<\/p>\n<p>These are some of the common examples of reinforcement that we develop in our group program. Group learning has the advantage to allow teachers to develop group reinforcement through group effect and peers\u2019 presence. Group reinforcement, like any other skills, require systematic planning and teaching. With a consistent and systematic approach, students with ASD are capable of developing desire and interest in reinforcers that are found and accessible in a natural setting.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Learning motivation has a great impact on students\u2019 learning progress in both one-to-one and group settings. In AP, we put huge emphasis on developing and expanding students\u2019 interest on a regular basis. In one-to- one therapy, staff work very hard in expanding students\u2019 interest in toys, activities and social reinforcement. However, it might not be [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":25264,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[21,863],"tags":[296,236,1010,470,826,471,403,213],"class_list":["post-17431","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-aba-training-articles","category-group","tag-aba","tag-apm","tag-ap","tag-group","tag-reinforcement","tag-471","tag-403","tag-213"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.1 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Reinforcement Development in Group Settings - Autism Partnership<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/autismpartnership.com.hk\/en\/reinforcement-development-in-group-settings\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Reinforcement Development in Group Settings - Autism Partnership\" \/>\n<meta property=\"og:description\" content=\"Learning motivation has a great impact on students\u2019 learning progress in both one-to-one and group settings. 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