What behavior is being exhibited if a student claims to have a headache to avoid reading in class?

The behavior exhibited by the student in claiming to have a headache to avoid reading in class is an example of positively reinforced behavior. In this context, the student's claim serves as a means to avoid an undesirable task—reading—which is likely perceived as aversive. When the student successfully avoids reading because of the excuse, they experience a positive outcome by escaping the task.

In reinforcement theory, positive reinforcement occurs when a behavior is followed by a favorable outcome that increases the likelihood of that behavior occurring again in the future. Therefore, when the student claims to have a headache and is subsequently allowed to avoid reading, this reinforces the behavior of making excuses to dodge similar tasks in the future.

Understanding reinforcement dynamics is crucial, as it provides insights into how behaviors are shaped and maintained—especially in educational settings. By recognizing how certain behaviors can be reinforced through evasion tactics, educators can better address these issues and implement strategies that foster engagement rather than avoidance.