Evaluating the Effects of Positive Reinforcement, Instructional Strategies, and Negative Reinforcement on Problem Behavior and Academic Performance: an Experimental Analysis

Abstract

The prevalence of students with behavioral problems who also have learning problems has been reported to be as high as 50% (Glassberg et al. Behavioral Disorders, 25, 9–21, 1999). In the current study, we progressively evaluated the effects of positive reinforcement, instructional strategies, and, if needed, negative reinforcement on both academic performance (i.e., on-task academic behavior, task accuracy, reading fluency) and problem behavior with two boys who displayed a combination of behavioral and learning problems at school. A three-phase analysis was conducted within a combination multielement and reversal design. Phase 1 evaluated the effects of contingent positive reinforcement. Phase 2 evaluated the combined effects of positive reinforcement and instructional strategies. Phase 3, conducted for one participant, evaluated the inclusion of contingent negative reinforcement. Data were collected using interval and permanent product recording systems, with IOA averaging 97% across both participants. For one participant, contingent positive reinforcement with an instructional strategy improved task accuracy and fluency, and decreased problem behavior. For the second participant, contingent negative reinforcement with an instructional strategy decreased problem behavior and improved on-task academic behavior and task accuracy. Results showed that highly individualistic treatment packages can be developed if based on experimental analyses of both reinforcement and antecedent strategies to address multiple behavioral concerns.