Reinforcement

What is reinforcement?

• Anything that increases the frequency of behavior.
• Repeated reinforcement leads to learning.

IMAGINE...

Repeated reinforcement leads to learning.

POSITIVE REINFORCEMENT

• Positive reinforcement
• Increases behavior by adding something

NEGATIVE REINFORCEMENT

• INCREASES the frequency of the behavior by taking something AWAY

WHAT ARE REINFORCERS?

• Items, activities, or interactions that increase the likelihood that a behavior will occur.
• Preferred items, food, or activities.

TYPES OF REINFORCERS

• Tangible
• Edible
• Sensory
• Social

TYPES OF REINFORCERS

TYPES OF REINFORCERS

TYPES OF REINFORCERS

TYPES OF REINFORCERS

"ISN'T THAT BRIBERY?"

REINFORCEMENT IS:

• Motivation
• Short-term
• Positive behavior intervention
• A way of shaping appropriate behaviors
• Necessary!

REINFORCEMENT IS NOT:

• Bribery
• Bartering
• Spoiling a child
• Expensive or time consuming
• Tricking children

IMPORTANCE OF REINFORCEMENT

• Way of teaching
• "Payment"
• Daily tasks as "work"
• Difficulty contacting reinforcers
• Kids may work harder than others

THE IMPORTANCE OF MEANINGFUL REINFORCERS

INCREASING THE VALUE

• Preferred item
• Meaningful for situation
• Fits with amount of work
• Limited access
• Easily accessible
• Immediately reinforcing

MEANINGFUL VERBAL PRAISE

BUT MY STUDENT IS ONLY INTERESTED IN ONE THING...

THOMAS THE TANK ENGINE

But seriously, what if there is nothing he likes?

One of the wonderful things about people with autism...

...IDIOSYNCRATIC INTERESTS!

STEREOTYPIC BEHAVIORS & RESTRICTED INTERESTS

• During break time-okay to stim
• Engage restricted interests only during times of R+

WHAT TO REINFORCE

WHEN TO REINFORCE

• As soon as possible
• When learning new skills, immediately after target behavior

ACCIDENTAL REINFORCEMENT

• Unintentionally reinforcing problem behavior.
• Be aware of this.

CHANGING UP THE REINFORCER

• Satiation: reinforcer is no longer reinforcing
• Reinforcer potency should be reassessed frequently
• Preferences change over time

SCHEDULES OF REINFORCEMENT

• Interval schedule: based on amount of TIME that has passed
• Ratio schedule: based on NUMBER of RESPONSES.

SCHEDULES OF REINFORCEMENT

• Initially, reinforce as often possible (dense schedule)
• "Thin" the schedule as the desired is learned

PREFERENCE ASSESSMENTS

• Single stimulus
• Present one item at a time observe and record how student responds
• Best for children who have difficulty choosing

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PREFERENCE ASSESSMENTS

• Forced choice
• Present two items at a time and ask student to choose one
• Rank items low/medium/high preference

PREFERENCE ASSESSMENTS

• Multiple stimulus
• Present three or more items and ask student to identify which one they like the most, until all items have been selected
• Quickest

FADING REINFORCEMENT

• Should be faded slowly
• Variable ratio schedule
• Based on data, not time frame
• Decrease time/frequency of R+
• Decrease intensity of R+