This month, I will continue to highlight the EBP of ‘reinforcement’ (hence the part 2 in the title). Since there is so much to say, know and do with this powerful strategy, I decided to write multiple articles on the usage of reinforcement. Much of the information in this article is from the related AFIRM online module (link below). In this series, we have covered a variety of EBP such as visuals, self-management, prompting (parts 1 and 2) and exercise so far. While each practice can stand alone, these strategies may be used in conjunction with each other and may be referenced in these articles.
In this second part, we will explore the three reinforcement procedures:
AFIRM tells us that, “Positive reinforcement is the delivery of a reinforcer (primary, such as food, or secondary, such as verbal praise or toys) after the learner uses a target skill or behavior.” Positive reinforcement is best to use when learning a brand new skill. A simple example would be for a certain number of chores to be completed and then a set amount of time on an ipad. We ended up giving one smartie to our own kiddo for every item of clothing he put on independently when that was the target goal. This was very effective and easy! We ended up simply weaning it away with a smartie for all the ‘top clothes/bottom clothes’ then to nothing.
A “first/then” agreement (verbally agreed upon or shown with a prepared visual) can be a good way to keep track of the task being completed and then the reinforcer given (as close to completion as much as possible as waiting too long may lessen the effectiveness). First, you do ___________, then you get _____________. There is a sample visual to see how simple this can be. Some people use a picture, some a picture and a corresponding word and some just the word.
A general rule would be to begin with a larger reinforcer and smaller expectation and slowly begin to fade the reward while expanding the expectation. The proper pace should ensure success and allow one to keep setting new targets to reach! (Remember to have a wide variety of reinforcers so to avoid over use that may make it less motivating to earn.) Oddly enough, coffee still is my reinforcer to get out of bed after all these years! It never gets old…
AFIRM explains this as, “A type of positive reinforcement where the learner earn tokens which can be used to acquire desired reinforcers (known as backup reinforcers).” The same principles of the positive reinforcement apply but it is a chance for the person to earn ‘tokens’ toward meeting a goal to gain the reinforcer. For example, if it is a goal to ask friends different questions at lunch, then each question would earn one ‘token’ and these earned tokens can then be used to ‘cash in’ for a desired reinforcer. The learner might be able to keep track of their own tokens earned which then involves self-management as well. Win win! One could involve the learners’ interests for a themed token chart (if age appropriate and respectful depending on the person). For example, if the person is really interested in dinosaurs or trains, have that be included in the token board. See examples provided.
When I first heard of this, I immediately thought of spanking and other such ‘punishments’. That is NOT what this procedure involves. AFIRM tells us that negative reinforcers, “Remove an unpleasant or unwanted stimulus after the learner uses a target skill or behavior.” For example, when we put on a seatbelt, the dinging will stop. When we wake up, our alarm clock can stop ringing. One might be on time to work to avoid a lecture from the boss.
This is to be used only after positive reinforcement has been tried and that has not been successful in meeting the target/goal. With this, the learner is motivated to meet the goal to remove something unpleasant. If you first identify preferred and non-preferred activities/items, it is easier to get started in its use.
Remember to be creative with the reinforcers! Also, coupling a reinforcer with a social reinforcer (a smile, a high five, a word of praise or encouragement, chatting about their success, etc.) should occur as well. When the other reinforcer fades out, the social reinforcer can stay and may be enough motivation alone!
There is still much more to the use of reinforcement, so please look to next months’ magazine for continued discussion of this important topic.
If you are interested in checking out the free online AFIRM modules, here is the link (will take you to the reinforcement module in particular as I am highlighting this here).
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Carmen has been published in a variety of online and print articles. Writing is a passion and she strives to grow and share her message.