Increasing On Task Behavior Through Positive Reinforcements

1122 words - 5 pages

The results of data analysis showed that Ibrahim has more improvement in his on-task behavior, and it was through focusing during the lesson, sat on his seat and active participation with the teacher. In November 21,2013 in the treatment I observed Ibrahim by collecting data on the Behavior Frequency & Duration sheet, I noticed that Ibrahim is able to being on the task during each period.
I have continued the intervention phase with positive reinforcement for four days. Through the graph (figure 2) the frequency of the undesirable behavior was too high. However, in the baseline phase off -task behavior occurs to nearly 57 times during the day. This percentage of the frequency of off-task ...view middle of the document...

As an Islamic school, there are many breaks such as Eid al-Adha and Ramadan. Those school events impacted negatively on both baseline and intervention observation and data collection, which interrupted the observation and data collection for intervention. The number of on-task behavior that Ibrahim engaged in the week prior to Eid al-Adha Break may have been influenced by any number of other variables, including the overall climate of the school during this week. Therefore, it is possible these breaks affected Ibrahim's behavior, and make the intervention doesn't benefit him.
The last limitation in this study was Ibrahim knew he was being watched. When I started the intervention he was made aware of the changes that he needed to make. So he knew if he didn’t stay on-task, he would not get a prize. For that reason, he sat quietly, listened for the teacher, and did his activities.
The data collection tools had many strengths and weaknesses. The strengths of the intervention tool were included easy to carry, easy to use, attractive colors, and stickers that chose were interests for Ibrahim. The weakness was included the prize truly was expensive sometimes.


One of the best ways to manage behavior is to use positive reinforcement. Several studies have shown that the use of positive reinforcement is more effective than the use of punishment. In addition, the positive reinforcement makes the student feel good about him-self. Through positive reinforcement will build positive relationships between the student and the teacher, this positive relationship make student feels acceptable and therefore can continue to participate in the performance of activities effectively. Also through observing the target behavior, it can be collected data and analyzed. In addition, it can be added intervention to modify the undesirable behavior and replace it with a desirable behavior.
Moreover, based on the review of the interventions it is clear that children aged between 6 to 10 years old are more tangible reinforces response instead of verbal reinforcement. Off-task behavior is the most common behavioral problems for children in schools and many of the studies in this research indicate that positive reinforcement is more effective on children at an early age. However, an effective intervention should be by promoting the skills required and discourage unwanted behavior. Be encouraged either...

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