How to Pick Good Reinforcement for ABA: A Comprehensive Guide

Applied Behavior Analysis (ABA) is a well-researched and widely used therapy, especially for individuals with autism spectrum disorder (ASD). Its main goal is to teach skills and reduce behaviors that interfere with learning or social interaction by understanding how behaviors are influenced by the environment.

What Is Reinforcement?

At the heart of ABA is the principle of reinforcement. Reinforcement occurs when a consequence immediately follows a behavior and increases the likelihood that the behavior will happen again in the future. Reinforcement can be positive or negative:

**Positive Reinforcement:** This involves adding a pleasant stimulus after the desired behavior. For example, giving a child a sticker for completing a task or praising them verbally encourages them to repeat the behavior.

**Negative Reinforcement:** This involves removing an unpleasant stimulus when the desired behavior occurs. For example, stopping a loud noise when a child completes a task. This also increases the behavior but through a different mechanism.

In this guide, we will focus primarily on positive reinforcement, as it is the most effective and commonly used strategy in teaching new skills and promoting positive behavior in ABA.

Why Is Choosing the Right Reinforcer Important?

Choosing the right reinforcer is crucial because reinforcement only works if the individual values the consequence following their behavior. Using an inappropriate or ineffective reinforcer can lead to frustration, decreased motivation, and slow progress.

Characteristics of a Good Reinforcer

A good reinforcer should be:

– **Motivating:** The individual should find it desirable or rewarding. If it’s not something they want, it won’t increase behavior. – **Immediate:** Reinforcement should occur right after the behavior to clearly link the two. – **Consistent:** Delivered each time the behavior occurs (at least initially) to strengthen the behavior. – **Age-Appropriate and Sensory-Friendly:** Reinforcers should fit the individual’s developmental level and sensory preferences.

For example, a toddler may find bubbles exciting, while a teenager might prefer screen time on their tablet.

Step 1: Understand the Individual Learner

Every learner is unique, and this individuality must be respected when selecting reinforcers.

Know Their Preferences

Knowing what the learner likes or dislikes is the first and most important step. This involves understanding:

– **Interests:** Does the learner like animals, music, toys, games, or certain activities? – **Sensory Preferences:** Some learners enjoy tactile experiences (e.g., soft textures), while others may prefer visual or auditory stimuli. – **Communication Style:** Some learners may not be able to verbally tell you what they want, so careful observation is needed.

How to Learn About Preferences

– **Observation:** Watch the learner in natural environments like playtime or free choice periods. Notice what items or activities they seek out. – **Ask Caregivers and Teachers:** They often have valuable insights about what the learner enjoys. – **Preference Interviews:** For learners who can communicate, simply ask what they like.

Step 2: Conduct Preference Assessments

To systematically identify reinforcers, preference assessments are used.

What Are Preference Assessments?

Preference assessments are structured ways to find out what a learner likes most. They help narrow down choices to those items or activities most likely to be effective reinforcers.

Types of Preference Assessments

**1. Free Operant Observation** – Let the learner explore different items or activities freely. – Record which ones they interact with most and for how long. – This method is naturalistic and non-intrusive but might miss some preferences if choices are limited.

**2. Single Stimulus Assessment** – Present one item at a time to the learner. – Record if they accept, reject, or interact with it. – Simple but time-consuming.

**3. Paired Choice Assessment** – Present two items at a time. – Let the learner choose one. – Repeat with different pairs to rank items in order of preference.

**4. Multiple Stimulus Assessment** – Present several items simultaneously. – Learner picks one. – The chosen item is either replaced or removed in subsequent trials (with or without replacement).

Using Preference Assessment Results

Once you identify highly preferred items or activities, test their reinforcing power by delivering them immediately after a target behavior to see if the behavior increases.

Step 3: Match Reinforcers to the Target Behavior

Not every reinforcer is suitable for every behavior or teaching context.

Consider the Nature of the Behavior

**Simple or Brief Behaviors** For behaviors like looking, touching, or following a one-step instruction, small or quick reinforcers are best (e.g., a high-five, a brief play with a toy).

**Complex or Longer Tasks** For behaviors that require more effort or time (e.g., completing homework or a multi-step task), more meaningful reinforcers should be used, such as extra playtime or a favorite snack.

Match Reinforcers to Social Skills

For skills like greeting, sharing, or asking for help, social reinforcers such as praise, smiles, and positive attention are critical and help promote natural social interactions.

Step 4: Consider Types of Reinforcers

ABA practitioners often use various categories of reinforcers to keep motivation high.

Edible Reinforcers

– Widely used due to their immediate and strong reinforcing effect. – Examples: small pieces of fruit, crackers, candy, or snacks. – Use carefully to avoid health problems or overdependence on food rewards.

Tangible Reinforcers

– Physical objects like toys, stickers, bubbles, or tokens. – Effective especially for younger children who enjoy playing and manipulating objects.

Activity Reinforcers

– Access to preferred activities such as playing on a tablet, swinging, or watching a short video. – Activities can sometimes be more motivating than objects.

Social Reinforcers

– Praise (“Great job!”), smiles, hugs (if appropriate), high-fives. – Important for promoting social engagement. – These often work best when paired with other reinforcers.

Sensory Reinforcers

– For some learners, sensory input is highly reinforcing. – Examples: rocking, swinging, tactile toys, or fidget tools. – Must be chosen carefully based on sensory needs and sensitivities.

Step 5: Deliver Reinforcers Immediately and Consistently

Timing

The most critical rule in reinforcement is immediacy. The reinforcer must follow the behavior within seconds to be effective. Delay can break the link between behavior and reward, making learning less efficient.

Consistency

At the start of teaching a new behavior, reinforcement should be delivered every time the behavior occurs (continuous reinforcement). This consistency helps the learner clearly understand the behavior-reward connection.

Step 6: Use Reinforcement Schedules Appropriately

Once a behavior is established, reinforcement can shift from continuous to intermittent schedules.

Continuous Reinforcement (CRF)

– Every occurrence of the target behavior is reinforced. – Best during early learning or teaching of new skills.

Intermittent Reinforcement

– Reinforcement is provided only some of the time. – Helps maintain behaviors and promotes resistance to extinction. – Types include fixed ratio, variable ratio, fixed interval, and variable interval schedules.

For example, in a fixed ratio schedule, a learner might get reinforcement every 3rd time they perform the behavior. In a variable ratio schedule, reinforcement comes after an unpredictable number of responses, which often produces high and steady rates of behavior.

Step 7: Vary Reinforcers to Prevent Satiation

Satiation happens when the learner becomes bored or tired of a reinforcer, and it loses effectiveness.

Preventing Satiation

– Rotate different reinforcers during sessions. – Have a reinforcer menu to choose from. – Periodically reassess preferences to identify new or returning favorites.

Example: If a child loves bubbles but stops responding to them, switch to stickers or a short dance break.

Step 8: Monitor and Adjust Reinforcers Over Time

Learners’ interests and needs change. Reinforcers effective today might not work tomorrow.

How to Monitor

– Collect data on how often the behavior occurs with current reinforcers. – Observe the learner’s enthusiasm or refusal of reinforcers.

Adjustments

– If a reinforcer loses effectiveness, revisit preference assessments. – Adjust types and schedules of reinforcement accordingly.

Step 9: Ethical Considerations in Choosing Reinforcers

ABA practitioners must always uphold ethical standards.

Important Ethical Guidelines

– Avoid reinforcers that cause harm, discomfort, or embarrassment. – Do not use reinforcers that encourage unhealthy behaviors (e.g., excessive sugary snacks). – Always respect the learner’s preferences and dignity. – Avoid coercion; reinforcers should be motivating, not forced.

Step 10: Collaborate with Caregivers and Team Members

Consistency across home, school, and therapy settings improves the effectiveness of reinforcement.

Why Collaboration Matters

– Caregivers and teachers can provide insights on preferences and reinforce at home or school. – Team members can share data and strategies to maintain consistency. – Joint efforts support generalization of skills to different settings.

Practical Tips and Examples

– For a child who loves music: use short songs or music breaks as reinforcers. – For a learner who prefers movement: allow jumping on a trampoline or a quick walk. – For a learner motivated by social praise: pair verbal praise with a smile or thumbs up.

Remember, combining reinforcers (e.g., praise plus a tangible reward) can increase effectiveness.

Troubleshooting Common Challenges

When Reinforcers Don’t Work

– Check if reinforcement is delivered immediately and consistently. – Confirm if the reinforcer is truly preferred by the learner. – Make sure reinforcement is contingent strictly on the target behavior.

When Satiation Occurs

– Rotate reinforcers regularly. – Introduce novel reinforcers based on updated preference assessments.

Conclusion

Selecting good reinforcement is a critical, individualized, and ongoing process in ABA. Understanding the learner’s preferences, conducting systematic assessments, delivering reinforcers promptly and consistently, and collaborating with the team ensures effective teaching and meaningful behavior change.