The Power of Reinforcement

Do

Explore the following strategies to enhance effective reinforcement implementation. Watch the videos to learn about selecting reinforcers and how to implement and evaluate the effectiveness of reinforcement. Review documents and resources to assist in planning and implementation of reinforcement.

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Activities

Is It Reinforcement?

  • Read each scenario below and consider: Does the scenario describe a situation of reinforcement? Why or why not?
  • Then review the information below each scenario to learn why the example does or does not meet the criteria for reinforcement.

Scenario 1:

Julie is learning to wait for an adult before leaving the house or the classroom. Every time Julie waits for an adult before leaving the house or the classroom, she receives a car logo sticker (she loves car logos) for her sticker chart. After 3 stickers, she is given time with the reinforcer she had selected. She uses different charts for the ICF and school, but both use the same process. Before starting to use the stickers, Julie did not wait for an adult. After 1 week, Julie is waiting for an adult 60% of the time.

Yes, this is reinforcement. Julie’s desired behavior (waiting for an adult before leaving) has increased significantly. This indicates that the team is on the right track with appropriate reinforcers. It also supports the assessment that Julie was able to use token reinforcement and that she is able to learn to wait when she understands the expectation and is motivated to wait.

Scenario 2:

Mrs. Matthews provides Tiana with verbal praise (“nice job”, “thank you”) when Tiana follows the instructions the teacher is providing to the class. After two weeks of verbal praise, the number of times Tiana is following the instructions given to the class has decreased since Mrs. Matthews started using the reinforcer (verbal praise).

No, this is not reinforcement because the desired behavior (following the classroom instruction) has decreased. Mrs. Matthews might consider these changes:

  • Pair the verbal praise with another reinforcer.
  • Expand praise to be descriptive so that Tiana knows why she is being praised (“thank you for getting out your math book” or “nice job clearing your desk”).
  • Use a different and stronger reinforcer.
  • Consider incorporating additional supports into the plan. Maybe Tiana needs a visual support showing the instruction that the teacher is verbally giving to the class. Or perhaps the teacher might stand closer to Tiana before she gives the whole class instruction.

Scenario 3:

Frankie is learning to get ready in the morning in time to catch the bus to school. A month ago, Mr. Roberts, his DSP, provided a checklist of the steps he needs to take to get ready and Mr. Roberts verbally instructed Frankie through each step. However, 2 weeks later Frankie was still missing the bus. Mr. Roberts decided to remove himself and the verbal instruction from the morning routine. After two weeks, Frankie was ready on time to catch the bus 60% more often than the previous two weeks.

Yes, this is reinforcement. After Mr. Roberts removed himself from the morning routine, the desired behavior (getting ready in time to catch the bus) increased significantly. This is an example of negative reinforcement.

Scenario 4:

Paul needs to learn how to use a calculator to complete school assignments. He has difficulty getting started with the equipment and asks for help every time and for every step of the process. The desired skill that the team is teaching Paul is to follow a visual checklist to use the calculator and work through each of the 5 steps independently. Once he completes the steps, he will receive his reinforcer paired with verbal praise. After 10 days, Paul is consistently completing each step independently using the checklist. However, 75% of the time the answer is incorrect.

This is a tricky one, but yes, this is reinforcement. The desired skill was for Paul to use the checklist and independently complete each step. The desired skill did not include getting the final answer correct. Clearly, the team needs to now figure out why, if Paul is using the correct steps, the answer is incorrect. There could be many possibilities. After making the necessary modifications and supports, the team can then create a new plan that focuses on accuracy of the work. This may include a reinforcement plan but will likely include other strategies and supports as well.

Downloads

Considerations for Selection of Reinforcers Checklist

Use this checklist to review the appropriateness and potential effectiveness of the set of reinforcers selected for a youth before moving forward with implementation of the plan.

Download Considerations for Selection of Reinforcers Checklist

Different Types of Reinforcement Schedules

This brief document can familiarize the team with the types of reinforcement schedules and the advantages and disadvantages of each. Use the Different Types of Reinforcement Schedules document as a team when deciding the type of schedule that will be most effective for a youth.

Download Different Types of Reinforcement Schedules

Preference Assessment Decision Tree

Use this tool to help determine the type of preference assessment that may be best for the youth. By answering a set of “yes or no” questions, a team can quickly narrow their search for the appropriate tool for preference assessment.

Download Preference Assessment Decision Tree

Guide to Creating a Reinforcement Plan

Use the steps in this tool to guide the development of a reinforcement plan that includes the necessary components to increase a youth’s use of the target behavior or skill.

Download Guide to Creating a Reinforcement Plan