Jim and Kelly are having difficulties in teaching their 3-year-old son, Ryan, how to practice proper table manners. Ryan routinely picks up his food and drops it off his plate onto the ground. Using the terms below, detail how Jim and Kelly might seek to correct Ryan’s behavior: Identify how Jim and Kelly might use operant conditioning to correct Ryan’s behavior. Provide specific strategies Jim and Kelly could use to encourage or discourage Ryan’s Behaviors:

Positive reinforcement:

Negative reinforcement:

Positive punishment:

Negative punishmnet

a.)

Operant conditioning -

It is a type of learning in which a person learns from consequences ( which may be positive or negative ) that follows person's behavior.

The procedures which encourage the person to do the things the same way he/ she used to do are called reinforcement,

The procedures which discourage the person to do the things the same way he/ she used to do are called punishment.

b.)

Strategies Jim and Kelly could use to encourage or discourage Ryan's behaviors :

Positive Reinforcement -

If Ryan eats without dropping off his food from the plate , it will be encouraging for him if Jim and Kelly appreciate him or buy gifts for him.

Negative Reinforcement -

If Ryan eats without dropping off his food from the plate , it will be encouraging for him if Jim and Kelly should avoid that behavior due to which Ryan is not learning the table manners.

For example - The scolding of Jim or Kelly when Ryan's is dropping off the food on the floor.

Positive Punishments -

If Ryan eats with dropping off his food from the plate , it will be encouraging for him if Jim and Kelly will add some consequences which Ryan will hate.

For example - If Ryan is eating with dropping off the food and Jim or Kelly yells at Ryan for his bad behavior.

Negative Punishments -

If Ryan eats with dropping off his food from the plate , it will be discouraging for him if Jim and Kelly removing any good thing in which Ryan is comfortable.

For example - Ryan's watching TV time reduced or taken away his toys.

like many students at university, you may be unhappy about the results you attain in exams. you may feel that even with all you are doing there must be something more -- or different-- you could be doing to get better grades. we have all at some time or other heard of that student who only studies a couple of hours for final exams and scores a's every time. we stand in awe of those who seem to breeze through without undue effort and seem to need very little in the way of studying to nail an exam. the reasons for success, in what i think are the vast majority of cases, are less esoteric than many students think: successful students consistently apply a series of productive strategies with view to attaining clearly identified learning and grade goals throughout the academic term.