El beneficio penitenciario y reincidencia delictiva de internos del establecimiento penitenciario de Huaral 2021

Los beneficios penitenciarios, son instrumentos normativos que promueven la resocialización del privado de libertad a través de su participación en actividades laborales, educativas, y los servicios psicológicos, legales y sociales que ofrece la administración penitenciaria. Basados en los principios de la reeducación, rehabilitación y resocialización del interno a la sociedad. Estos derechos penitenciarios se aplican mediante la redención de la pena por el estudio o el trabajo La reincidencia delictiva hace referencia a la sobrepoblación en el cual se encuentra el penal de Huaral. Uno de los factores que repercute en la reincidencia delictiva es la carencia de programas multidisciplinarios concretos especiales y sólidos, por otro lado la inadecuada infraestructura de ambientes con mayor capacidad que permitan albergar mayor número de internos y puedan redimir a través del estudio y trabajo sin dificultad alguna, así mismo, con la redención de la pena por el estudio y el trabajo son esenciales y establecidos en el Art 139 inciso 22 de la Constitución Política, el DL N° 654 del CEP y su reglamento)…etc., porque contribuyen a reducir la reincidencia delictiva el cual no sucede por parte del magistrado por el solo hecho de que estos son solo estímulos según el acuerdo plenario emitido por parte de la Corte Suprema. Por ello los beneficios penitenciarios forman como alternativa de despenalización, además esta figura cuenta con un reconocimiento en el ámbito internacional, la Unesco (1991), las naciones Unidas (1994) siendo admitido por nuestra legislación penal y constitucional en la actualidad. En ese sentido la presente investigación se llevó a cabo en el Establecimiento penitenciario de Huaral de la Oficina Regional Lima del Instituto Nacional Penitenciario (INPE). En cuanto al ámbito metodológico se identifica con un enfoque cuantitativo, porque se enmarca en recolectar y medir datos numéricos, es un estudio de tipo básica pura. se muestra un diseño correlacional donde las variables formuladas guardan, así mismo es un diseño no experimental dado que los fenómenos estudiados son ámbitos que existen en su contexto natural y por ello no se manipula ninguna variable, por lo tanto, se empleó la técnica de la encuesta y como instrumento el cuestionario

Effects of reinforcement on standardized test performance

The effects of two different motivational conditions upon standardized test performance were explored for two student populations. The first study involving 12 trainable retardates showed a significant increase in score on the Metropolitan Readiness Test given under reinforcement conditions when these results were compared with scores taken under standard testing conditions. In a second study, these same results were obtained with a group of 30 normal fourth-graders. An additional study was conducted to determine the effect of different experiences with token reinforcement procedures on test performance. It was found that a group of children with six weeks' exposure to reinforcement for daily academic performance scored higher under both conditions of test administration (standard and reinforcement) than a control group. However, in a single exposure to token reinforcement for correct performance on the Metropolitan Test, both the experimental group and its match control showed a parallel increase in test performance. These findings offer a procedure that yields a more representative assessment of a student's academic achievement than does testing under standard conditions

Behavioral coaching in the development of skills in football, gymnastics, and tennis

A review of the literature indicates that methods of skill acquisition based on the operant paradigm have been scientifically validated with many motor behaviors. However, these procedures have been limited to the use of positive reinforcement for correct performance when applied to the acquisition of complex sports skills in natural settings. To find complementary procedures to enhance skill acquisition, a coaching method involving several behavioral techniques was developed that focused on remediation of errors. This coaching method combined the following components: (1) systematic use of verbal instructions and feedback, (2) positive and negative reinforcement, (3) positive practice, and (4) time out. Three sports, football, gymnastics, and tennis, were selected to determine the effectiveness and generality of this behavioral coaching method. A total of 23 male and female subjects, ranging in age from 11 to 35, was included in this study. Baseline data were first collected for each sport under standard coaching conditions. Next, the behavioral coaching method was evaluated depending on the sport in either a multiple baseline or a reversal design. The behavioral dimensions selected were blocking in football; backward walkovers, front hand springs, and reverse kips in gymnastics; and the forehand, backhand, and serve in tennis. Behavioral coaching was immediately effective in increasing the correct execution of complex skills in all three sports. Gains of up to 10 times the baseline performance were achieved in each sport. In football, behavioral coaching resulted in an increase in correct blocking performance from a baseline average of 5% to 51.3%. Gymnasts' performances increased from baseline averages of 2.7% to 52.6% across the three skills. In tennis, standard coaching produced an average of 6% correct performance which increased dramatically under behavioral coaching to 57% across the three strokes. The success of the behavioral coaching package used here suggests that a technology of behavior may offer additional and complementary strategies to the acquisition of motor skills in the natural environment

Eliminating discipline problems by strengthening academic performance

Behavior modification procedures have typically been used to eliminate discipline problems in the classroom through reinforcement of nondisruptive behavior. This report demonstrates an alternative approach whereby discipline problems are eliminated by reinforcing relevant academic skills. Five fifth-grade boys, identified by their teacher as discipline problems, were observed. The teacher conducted 15-min performance sessions in her reading class during which written academic performance and disruptive behavior were recorded. These measures indicated that the boys' average level of disruption was 34%, while their reading performance was below 50%. When systematic token reinforcement was applied to reading performance only, the rate of disruption fell drastically, and reading performance increased. When the reinforcement procedure was withdrawn, disruption again rose, and reading performance declined. The reinstatement of reinforcement doubled reading performance and eliminated disruption