Our orders are delivered strictly on time without delay 
Here’s an overview of the assignment:
TOPIC: Discuss a topic #1 related to the assigned readings by Baron & Galizio (2005) AND Slocum & Vollmer (2015).
Citation: Baron A, Galizio M. Positive and negative reinforcement: Should the distinction be preserved? Behav Anal. 2005;28(2):85-98.
Use these articles AND another, article from a peer reviewed journal within the last 10 years as the basis for your argument.
It is important for you to demonstrate that you have read the assigned articles and are integrating the information from them and your textbook. Your discussion should not simply be a summary of the assigned articles, as it is assumed that everyone has already read them. Instead, you should take the discussion to the next level by building upon the information presented in the assigned articles and demonstrating your understanding of how it relates to your outside reference. Don't forget to connect the dots between the two sources and show how they are related.
You must discuss the unassigned article in detail. Explain what the paper was about.
You’d have to respond to this discussion post. This post should be 200 words.
Peer Commenters do NOT answer the discussion topic. Instead, they are responsible for posting 2 comments–either to an original response or to another peer's comment (By WEDNESDAY, Week 2). One comment must be to one of the discussion topics, and one must be to another. Peer commenters will not earn credit for two posts in the same thread.
Please thoroughly review the grading rubric before posting to the forum.
Response is written in full-sentences with correct spelling, grammar, and punctuation
Response is at least 200 words in length (excluding greetings, niceties, references/citations)
At least one relevant reference from a peer-reviewed journal, published within 10 years, and not included in another student’s post or in another one of your posts (that is not assigned reading for the course)
References make a meaningful contribution (and are not just thrown in to support a fact)
References are discussed in sufficient detail that it is clear what the articles are about
References are included as appropriate (and cited correctly according to APA style)
Discussion Post #1
Baron and Galizio (2005) discussed the controversy between positive and negative reinforcement functions while Slocum and Vollmer (2015) examined the effects of both ends of reinforcement on decreasing problem behavior. Slocum and Vollmer (2015) produced results that favored positive reinforcement over negative reinforcement in increasing compliance and decreasing problem behaviors. These results seem to answer Baron and Galizio’s (2005) argument on ambiguity.To further the argument of the effectiveness of positive reinforcement, we can aim to look from a social perspective. Romero et al. (2021) examined the effects of online positive reinforcement social networks (PRSNs) on high school student classroom participation and individual skills. Romero et al. (2021) was conducted through the appropriate interests of high school students (online social media). These PRSNs rewarded students with virtual points for participation in various actions such as answering and asking questions, voting, sharing items, etc. The PRSN in this study was directly established for K-12 mathematics classes. Over the course of four months, students engaged in goals on the PRSN where online interaction data and classroom participation data were collected. Results showed that the higher the use of PRSNs in classrooms increased in person student participation (Romero et al., 2021). In other words, students were more likely to participate in the classroom after being rewarded for appropriately and positively using a controlled social network.These three articles link together by sharing the idea that positive reinforcements are effective in increasing desirable behaviors. Baron and Galizio (2005) kept leaning towards the establishing operations to determine positive or negative reinforcers, which brings us back to the Romero et al. (2021) article. The virtual points that students earned for activity within the PRSN acted as an establishing operation to increase participation. This online platform carried over into the classroom in regards to participation. As Slocum and Vollmer (2015) showed, positive reinforcers were more likely to support compliance (increase desired behaviors) rather than negative reinforcers. In both studies, positive reinforcers reached the researchers’ goals of increased compliance.ReferencesBaron, A., & Galizio, M. (2005). Positive and negative reinforcement: Should the distinction be preserved? The Behavior Analyst, 28(2), 85-98. doi: 10.1007/BF03392107Romero, S., Fardoun, H. M., Penichet, V. M. R., Lozano, M. D., Gallud, J. A. (2021). Analysis of online social interactions based on positive reinforcement social networks in a K-12 geometry class. Applied Sciences, 11(23).
TOPIC: Discuss a topic #2 related to the assigned reading by Parsons & Reid (1990).
Citation:
Slocum, S. K. & Vollmer, T. R. (2015). A comparison of positive and negative reinforcement for compliance to treat problem behavior maintained by escape: Positive versus negative reinforcement. Journal of Applied Behavior Analysis, 48(3), 563–574.
Use these articles AND another, article from a peer reviewed journal within the last 10 years as the basis for your argument.
It is important for you to demonstrate that you have read the assigned articles and are integrating the information from them and your textbook. Your discussion should not simply be a summary of the assigned articles, as it is assumed that everyone has already read them. Instead, you should take the discussion to the next level by building upon the information presented in the assigned articles and demonstrating your understanding of how it relates to your outside reference. Don't forget to connect the dots between the two sources and show how they are related.
You must discuss the unassigned article in detail. Explain what the paper was about.
You’d have to respond to this discussion post. This post should be 200 words.
Peer Commenters do NOT answer the discussion topic. Instead, they are responsible for posting 2 comments–either to an original response or to another peer's comment (By WEDNESDAY, Week 2). One comment must be to one of the discussion topics, and one must be to another. Peer commenters will not earn credit for two posts in the same thread.
Please thoroughly review the grading rubric before posting to the forum.
Response is written in full-sentences with correct spelling, grammar, and punctuation
Response is at least 200 words in length (excluding greetings, niceties, references/citations)
At least one relevant reference from a peer-reviewed journal, published within 10 years, and not included in another student’s post or in another one of your posts (that is not assigned reading for the course)
References make a meaningful contribution (and are not just thrown in to support a fact)
References are discussed in sufficient detail that it is clear what the articles are about
References are included as appropriate (and cited correctly according to APA style)
Discussion Post #2
Slocum, S. K. & Vollmer, T. R. (2015). A comparison of positive and negative reinforcement for compliance to treat problem behavior maintained by escape: Positive versus negative reinforcement. Journal of Applied Behavior Analysis, 48(3), 563–574. ht Food is an important and critical part of basic human needs. Eating, making choices about what to eat, and maintaining a balanced nutrition are part of human life. Some people with developmental disabilities have a difficult time accepting different food groups during mealtime; they may lack the opportunity to make choices during meal time, or the mobility skills to use utensils or eat independently. They may be sensitive to the texture or smell of food or lack the communication skill to make requests, limiting their opportunity to accept different types of food. The research was conducted on assessing food preference among people with mental retardation by allowing them to make choices during mealtime (Parsons & Reid, 1990). Learning to make choices is an important skill-building technique necessary for a better quality of life. Individuals who struggle with food and eating habits have a greater chance of being underweight, lacking basic nutrients, and are prone to illnesses. The experiment was conducted by pairing items to choose from. Results showed a significant increase in choice-making during mealtime for 80% of the participants. All participants made clear choices (Parsons & Reid, 1990) when presented with food preferences. Opinions from caregivers did not predict preferences or choice-making abilities for individuals during the experiment, assessments were conducted directly with participants. The article demonstrates the social importance of actively involving participants in making decisions in their daily living skills such as mealtime, and food prep. A similar study conducted by Aponte and Romanczyk, (2016) assessed feeding problems in children with autism. Studies showed there is a growing concern for individuals with developmental disabilities and feeding problems. The research was used to investigate the relation between children's behavior and eating problems. They found several factors that influenced feeding problems; communication skills, mobility skills, sensory adaptation, lack of choice-making, family behavior, what is available to the family during mealtime, and environmental stimuli. Sensitivity to texture and selective eating habits also contributed to eating problems. The relation between feeding problems with individuals with ASD is unclear, however through research studies, we know several functions may be related to eating problems in individuals with developmental disabilities and mental retardation. More research is needed on socially appropriate ways to increase feeding skills.After reviewing the articles we can hypothesize that by providing the opportunity and support for choice-making in food preferences with individuals who have developmental disabilities or mental retardation, we can increase their chances of accepting food preferences by actively participating in mealtime prep.ReferenceAponte, C. A., & Romanczyk, R. G. (2016). Assessment of feeding problems in children with autism spectrum disorder. Research in Autism Spectrum Disorders, 21, 61–72. Parsons, M. B., & Reid, D. H. (1990). ASSESSING FOOD PREFERENCES AMONG PERSONS WITH PROFOUND MENTAL RETARDATION: PROVIDING OPPORTUNITIES TO MAKE CHOICES. Journal of Applied Behavior Analysis, 23(2), 183–195.
473 words
tps://doi.org/10.1002/jaba.216
