What can we learn about a complex concept, like the principle of reinforcement, from a kids’ cartoon? Quite a lot, especially when it comes to Bluey, a favorite in my house.
One of my favorite episodes of the cartoon, Bluey, is “Duck Cake.” This episode brilliantly illustrates the principal of reinforcement better than any book or lecture I’ve come across.
In the episode, Bluey is tasked with cleaning up a huge block kingdom she and her sister built in the living room. Like most 7-year-olds, she tries everything to avoid the chore, negotiating with her parents and delaying as much as possible.
At the end of the episode, Bluey starts to understand that being part of a team means helping each other out, even with tasks we don’t enjoy. The real turning point comes when her dad, struggling to bake a complicated birthday cake, accidentally drops the duck cake’s head on the floor. Exhausted, he breaks down. Seeing her dad upset, Bluey steps in to clean up the mess without being asked. Her dad’s genuine gratitude shows her how helping others can feel rewarding — a perfect example of natural reinforcement.
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Naturally Occurring Reinforcement
Bluey realizes that cleaning up isn’t just about tidying a space; it’s about supporting those around you and feeling good about your contribution. What started as a dreaded chore becomes a moment of connection and learning.
Before this turning point, Bluey’s dad tries to answer her question of why she should clean up by simply saying, “because you just should.” Like any curious child, Bluey pushes back, asking, “But WHY should I ‘Just Should’?”
Her dad struggles to explain the value of teamwork and responsibility. It’s a difficult concept to articulate — sometimes, experiencing it is the only way to truly understand it.
So, like many of us, he turns to external rewards, offering money and a chance to lick the batter from a spoon. These rewards work for the moment, but they act as temporary motivators — a band-aid until Bluey experiences the true reward of helping out. In other words – the naturally occurring reinforcement for helping.
Here is a clip, if you haven't seen the episode:
The Takeaway -
Until a natural reinforcer kicks in, we rely on external reinforcers to encourage, or kickstart, a behavior.
I often hear concerns from teachers and parents arguing that kids should just naturally do things, like clean up or follow rules. But the reality is, there’s no such thing as something we “just should” do. Everything we do is tied to some kind of reinforcement.
Ideally, it’s something positive — like a sense of accomplishment or connection with others — but it also includes avoiding negative consequences like disapproval from others, being yelled at, receiving discipline, or avoiding other undesirable outcomes. This can include basic things like avoiding failing or feeling uncomfortable.
This can be where both parents and teachers can get stuck, sometimes relying on fear or punishment because they don’t know a better way.
The Main Idea -
In school, we hope students are motivated by a desire to learn, to please a parent or teacher, or to feel good about their accomplishments.
But until those natural reinforcers take root, many students need a little extra incentive to value behaviors like staying on task, completing homework, studying for a test, or cleaning up.
And that’s okay! These supplemental reinforcers are part of the learning process — they bridge the gap until the real connection is made.
Our goal in raising/teaching kids (in my opinion) is to help them make connections between positive behaviors and their naturally occurring reinforcers. Sometimes we have to build the bridge.
What does this mean for your classroom or your child's IEP?
When setting up reinforcement systems in your classroom, or working with your child’s school team to develop reinforcement systems, keep the big picture in mind.
- What will work RIGHT NOW to help establish a new positive behavior?
- How can you shift your student from performing for unrelated reinforcers to helping them make connections between their school behaviors and naturally occurring reinforcement?
- Having a plan to connect positive behavior to naturally occurring reinforcement is the best way to ensure the positive behavior continues for the long haul.
Develop a clear roadmap outlining strategies to increase desired behaviors immediately, using whatever means necessary to encourage their emergence. Be sure to also develop a plan that links positive behaviors to natural reinforcers, especially if that connection doesn’t form or generalize organically, like it does in Bluey.
What does this mean for your classroom or your child's IEP?
One way to move away from tangible reinforcers to more naturally occurring reinforcement contingencies is to include plenty of valuable social reinforcers in your reinforcement system.
- Consider interactions of value and list them as things your students can earn. For example, fun games for the group, having lunch with a teacher, making the teacher wear a silly hat for the day, changing seats, no shoes for the day, pajama day, a dance party, etc.
- Pair praise with your PBIS system and be sure to mention the behavior your want to see more of.
- Send notes home to parents sharing their child’s accomplishments.
Highlight how their positive behaviors directly help them achieve their own goals.
- For example, you might say, “See how you worked that whole time without getting distracted? You finished your entire project, and now you don’t have homework!”
- You may include a fun group contingency to target attention by saying, “If we all get finished on time, we can even play a quick game like 7Up or Telephone.”
By drawing these connections, you can help students understand the intrinsic value of their efforts, while still giving them something fun to look forward to. This doesn’t always have to incorporate tokens or school cash systems, it can be built right into your daily instruction.
- Don’t hesitate to include social reinforcers as things your students can buy from your treasure chest!
Create Opportunities Connect Positive Behaviors with Naturally Occurring Reinforcement
- Showcasing student work for social praise:
- Transition: Shifting from earning physical rewards to receiving positive feedback from peers and teachers.
- Natural Reinforcer: Social recognition helps students feel proud of their achievements and fosters a sense of belonging.
- Pointing out how focused behavior leads to personal success:
- Example: “See how you worked without getting distracted? You finished your entire project, and now you don’t have homework!”
- Natural Reinforcer: Students begin to see how their hard work leads to tangible benefits, like free time or reduced stress, encouraging self-motivation.
- Finishing on time to earn extra time for a fun activity:
- Example: “If we all get finished on time, we can play a quick game like 7Up or Telephone.”
- Natural Reinforcer: The reward is not just the game itself but the collective accomplishment of completing work efficiently, leading to group enjoyment and social interaction.
- Student Leadership Roles:
- Example: Assign students leadership roles, such as group leader, materials manager, or line leader, when they demonstrate responsibility or positive behaviors.
- Natural Reinforcer: Students feel a sense of accomplishment, pride, and recognition from their peers for their leadership, encouraging continued responsible behavior.
- Goal Tracking and Celebrations:
- Example: Set individual or class goals (e.g., improving test scores, finishing assignments early) and visually track progress on a chart. When goals are met, celebrate as a class with a collective reward like extra recess, class dance party, a fun craft, technology time, etc.
- Natural Reinforcer: Students see the direct impact of their efforts on reaching a meaningful goal, fostering a sense of achievement and community.
- Peer-to-Peer Recognition:
- Example: Implement a system where students can give each other praise for positive behaviors (e.g., a Compliment Box or An Employee of the Week Certificate – where students nominate a peer who went above and beyond to perform their class job).
- Natural Reinforcer: Receiving recognition from peers boosts social reinforcement, making students feel valued and appreciated, which motivates future positive behavior.
- Choice-Based Activities:
- Example: Allow students who complete their work efficiently or exhibit focused behavior to choose from a list of preferred activities, such as drawing, reading, or a short game.
- Natural Reinforcer: Offering choice gives students autonomy and a sense of control over their environment, reinforcing responsible behaviors with activities they naturally enjoy.
- Authentic Problem-Solving:
- Example: Give students real-world problems to solve as a group (e.g., designing a class project, solving a community issue) and tie their behavior (e.g., collaboration, staying on task) to successfully completing the project.
- Natural Reinforcer: The satisfaction of solving real-world problems and seeing the impact of their collective efforts motivates students to engage in collaborative and productive behaviors.
- Positive Home-School Connection:
- Example: Send home notes, certificates, or emails that highlight a student’s good behavior or progress, allowing the child to share their success with family members.
- Natural Reinforcer: Positive feedback from home, along with the pride of sharing accomplishments, reinforces the behavior in a way that connects schoolwork to their personal lives.
- Self-Reflection and Personal Goal Setting:
- Example: Teach students to reflect on their behavior at the end of the week and set personal goals for improvement, such as staying organized or participating more in class discussions.
- Natural Reinforcer: When students reach their goals, they experience a sense of ownership over their progress and personal growth, leading to internal motivation for future behaviors.
