Reinforcement

Reinforcement, or the use of a reinforcer, is a process identified and used within the framework of operant conditioning. In its simplest form, reinforcement occurs if the preceding behavior increases by some measure. It is exclusively identified by its effect on a preceding behavior. If the behavior increases in frequency or probability, duration, strength, rate, or a similar measure, then the condition following the behavior is considered to be a reinforcer. The process of administering, providing access to, encountering, or withdrawing something that results in the increase in frequency, strength, or improvement of a preceding behavior is considered reinforcement.

[Page 1396]Reinforcement theory is generally considered to have been developed and refined by B. F. Skinner, during the 1930s–1980s, within the context of behaviorism. He interpreted reinforcement as resulting in an increase in response strength or response rate. During that period, and subsequently, many variations on types and conditions of reinforcement have been extensively developed and empirically validated to affect human behavior as well as that of other mammals and animals such as reptiles and mollusks.

The process of reinforcement has a significant role in the design, development, and analysis of interventions in general and special education, applied behavior analysis, and behavioral therapy. A tremendous body of work is available across educational and psychological research addressing the types, use, and effectiveness of reinforcement strategies. Whether dealing with behavior in the context of operant conditioning, or viewing behavior in a broader context such as developmental or social learning theory, the understanding and use of reinforcement has a place. For example, Albert Bandura, in his theory of social learning, included reinforcement as a component of learned behavior but listed other mediating factors, and Jean Piaget included reinforcement arranged by nature within cognitive learning theory.