Reinforcement provides external motivation when a child is learning a new skill or working hard at managing their behaviour. An event that follows behaviour and increases the probability of that behaviour occurring again is a reinforcer.

Types of Reinforcement

• Social reinforcement: Praise, high fives, smiles and nods, any kind of social acknowledgement. Examples include “you did a good job”, “way to go”, “I’m proud of you”, “thanks”, etc.
• Tangible reinforcement: Access to a preferred object or toy; the opportunity to participate in a preferred activity. Sometimes, these activities may have a sensory component. Examples include puzzles, videos, books, Thomas the Tank engine, water play, swinging, etc.
• Primary reinforcement: Food and drink are primary reinforcers because they meet basic biological needs. Some children prefer sweets or treats but others may respond to unusual foods such as pickles, onions, or lemons
• Token reinforcement: Tokens have no value by themselves. They are valuable because they can be collected and traded for another type of reinforcement. Examples include stickers, checkmarks, plastic disks, etc.
• There is no one item that is a “universal” reinforcer. Reinforcers are determined by their impact on behaviour.

Reinforcement Tips

• Reinforcement is not the same as bribery. Reinforcement is earned by the child. The newer the skill and the harder the task, the greater the reinforcement needs to be.
• During initial teaching, reinforcement should be given every time the desired behaviour occurs.
• Once the child begins to show mastery of the skill (80% success over 3 days with 3 different people) begin to slowly and gradually reduce the frequency of reinforcement.
• Children with autism DO respond to social reinforcement, especially from parents and other significant people. They may still need a tangible or primary reinforcer when learning a new and challenging skill.
• When choosing a reinforcer, pick something you are prepared to give every time you see the behaviour and are prepared to withhold when the behaviour does not occur. You cannot use lunch, snack or other necessities of life as reinforcers.

Source:
Geneva Centre for Autism
112 Merton Street, Toronto, Ontario, M4S 2Z8
Tel: (416) 322-7877 – Toll Free: 1-866-Geneva-9 – Fax: (416) 322-5894
www.autism.net