Step 1.1 Select and describe the target skill or behavior in observable and measurable terms

Beginning with the IFSP, the EI team discusses with the parent the strengths and challenges of the toddler in meeting a priority outcome and then describes the target skill. The IFSP outcome should be observable and measurable in order to be able to clearly describe the expected skill that the toddler will learn and how to determine when the toddler has mastered the skill.

Step 1.2 Identify the activities and routines within which to teach the target behavior (or skill)

Once target behaviors are described, the EI team and parents identify everyday activities and routines within which to use positive reinforcement to increase the toddler’s behavior. Using favorite activities and routines will further increase motivation through the use of natural reinforcers for the toddler. Using family activities and routines will also support the family and other caregivers in implementing reinforcement on their own.

For Jonathan, described in example for Step 1.1, the team might identify all the times when Jonathan and his sister have opportunities to play at the same time.

Step 1.3 Determine implementation of other evidence-based practices

Reinforcement is usually implemented in conjunction with other evidence-based practices (e.g., prompting, activity-systems, naturalistic interventions, discrete trial training).

If another evidence-based practice is being implemented review the module for that practice from the Autism Internet Modules or review the EBP Brief at the NPDC on ASD website.

Step 1.4 Collect baseline data

Once the behavior (or skill) and activities and routines are identified, the team and family collect data on that behavior within those activities or routines. This will determine how often the toddler uses the target behavior, if at all.

If an accurate baseline is not established the EI team is unlikely to develop appropriate goals and criteria by which to measure progress. Further, the EI team is unlikely to be able to make the right adjustments to the  implementation of reinforcement and other evidence-based practice necessary to support the toddler and family’s success.

a) The EI team, with the family, measure the toddler’s use of the skill or behavior

Review the criteria written into the IFSP outcome to identify what type of data to collect. These types of data might include the following:

Frequency Data. Frequency data measure how often the toddler engages in the skill/behavior. Data are collected through time sampling or event sampling.

When using time sampling, data are collected after a certain amount of time has passed (e.g. every 5 minutes). For example, if collecting data on frequency of screaming behavior a parent or provider would mark if the behavior happened every 5 minutes. This technique is useful for behaviors the toddler engages in frequently such as for engagement and parallel play. For Jonathan, the team could take data every 3 minutes on whether he was engaging in play within the target distance from his sister.

Event sampling is used by marking every time that the toddler engages in the skill/behavior. This technique is used for low frequency behaviors or skills such as requesting help, playing specifically with a toy, helping put on clothes, and so on. For Jonathan, the team could mark down every time he engaged directly with his sister during play.

Data: How frequently Jack requests for more snack during snack time by signing “more”, pointing to the food, or approximating the food (“cracker”)

Duration data. Duration data are used to record the length of time that the toddler engages in the skill/behavior. For example, a parent or provider might collect data on how long a toddler sits at the table during dinner before demanding to be let down. A parent or provider might collect data on how long the toddler spends playing with one open-ended toy before moving on to something else. For Jonathan, the team could take data on how long he engages in parallel play with his sister.

Data Table: Length of time Caroline spends in bath before demanding to be taken out

b) EI team members collect baseline data for a minimum of four days or until a trend is clear and stable before beginning implementation of reinforcement. 

If the baseline is not stable, the team will not know whether it was the implementation of reinforcement that produced a change in the toddler’s behavior or use of a skill. A stable baseline helps the team know whether their use of reinforcement is impacting the toddler’s behavior.

Baseline data should be graphed in order to best determine if a trend is stable such as in the following graphs. In both of the graphs below a stable trend can be identified. While the graph on the left is more erratic, it is clear that the frequency or duration of the behavior is at the level of a 2 and that the level is overall flat. The graph on the right clearly slows an increasing trend. Generally, at least 3 data points are needed to begin to identify a trend.

Step 1.5 Establish goals and criteria

Now that the team and family have identified skills/behaviors and routines, they determine the criteria that will be used to evaluate whether their use of positive reinforcement is effective. First, the team and family double check that the outcome is still appropriate given the baseline data collected. If it is not, the outcome is revised as described in the first step.

Step 1.6 Select positive reinforcers

The goal of reinforcement is to increase the likelihood that the toddler with ASD will use the target skill again in the future. Therefore, selected reinforcers should be highly motivating to the toddler with ASD, naturally reinforcing, and tied to the activity or routine within which the target skill or behavior will be most likely used by the toddler.
When choosing reinforcers for toddlers with ASD, the EI team identifies:

• What has motivated the toddler in the past?
• What does the toddler want that is not easily accessible by her?

For example, a toddler may continually request Goldfish crackers that are placed on a high shelf; however, the EI provider or parent only gives the toddler the Goldfish crackers a few times a day.

EI providers, parents, and/or caregivers identify a reinforcer that is appropriate for the target skill and routine or activity.

Primary reinforcers satisfy a physical need by making the toddler feel good (e.g., food, liquids, sleep).

Secondary reinforcers are objects or activities that the toddler has grown to like, but does not need biologically (e.g., tickles, stickers, ball play).

The chosen reinforcer should be as natural as possible. That is, it should be related to the activity that is going on. For example, it would be natural for a toddler with ASD to get free time or have access to a preferred activity/object after taking part in a challenging, non-preferred learning activity. Another example would be to use food as a reinforcer during food-related activities such as snack time or lunch when the target skill is requesting.

Activities Used to Identify Effective Reinforcers for a Toddler

• Use an Interest Inventory

The family and other caregivers are likely to give valuable information about the toddler’s preferences. The Early Preschool Interest-Based Everyday Activity Checklist [ PDF file ] is one example of a checklist to use to gather information from the toddler’s family about preferred activities. This checklist provides information on activities that are reinforcing as well as the frequency of these activities within family routines and can be found at the Family, Infant, and Preschool Program Center for the Advanced Study of Excellence (CASE) website: www.fipp.org

• Observe the toddler in natural settings and identify activities, objects, foods, interactions, and so on that she chooses or seems to enjoy. 
• Ask the toddler, if appropriate, what he would prefer to work for by providing the toddler with choices. For example, show the toddler two options of snack, wait for toddler to point to one he would like (if this skill is developed). Later, put the snack out of reach and instruct the toddler on how to request the snack. Reinforce with the chosen snack when toddler requests.

• Conduct a Reinforcer Sampling

In order to decide which reinforcers, among many, are most likely to be effective conduct a reinforcement sampling. There are a number of options for completing reinforcer sampling; however, for toddlers who may have limited communication skills, the following steps are suggested:

• Gather a selection of items that may be favorable to the toddler. These items can be identified by asking caregivers and observing the toddler.
• Present the toddler with pairs of choices, being sure to match each item at least once with the other items being sampled. This is to determine relative preference. Also, vary left and right presentation throughout to minimize the possibility that the toddler is choosing one object from a particular side (e.g. side preference).
• Document the items chosen most often, least often, or that produce a notable response (e.g., the toddler throws the item after choosing it). Toddler Activities, Reinforcer Sampling, or Preference Assessment Menu (Fisher et al., 1992)

The following video demonstrates a provider using the reinforcement sampling technique to identify which object is most or least motivating to the child. The provider introduces the toddler to two objects and watches which object the child explores or plays with more enthusiastically or for a longer period of time. 

Through the above steps, the team develops a list of reinforcers and reinforcing activities.

Step 1.7 Select a schedule of reinforcement

The schedule for reinforcement refers to the timing and frequency of the delivery of reinforcement after the toddler performs the skill/behavior. Reinforcement is delivered either continuously or intermittently.

Generally, continuous reinforcement means the reinforcement is delivered each time the toddler uses the skill/behavior until the skill/behavior is learned. Continuous reinforcement helps the toddler learn new skills quickly, but can lead to satiation. Once the toddler learns the behavior, as evidenced by them meeting a pre-established criterion, the reinforcement may be delivered intermittently. Intermittent reinforcement helps to maintain the skill/behavior over time, and should be used after the toddler learns the new skill/behavior.

Moving from a continuous to an intermittent schedule of reinforcement is an example of reinforcement fading. Fading of reinforcement is an important step to helping the toddler learn to use the skill without the need of secondary reinforcers so that he or she can better generalize the target skill/behavior to other people, places, and activities. Intermittent reinforcement schedules can be either ratio or interval. Ratio schedules deliver reinforcement after the toddler does the skill/behavior. Interval schedule reinforcement is provided after a certain amount of time has passed.

Both ratio and interval schedules can be fixed or variable. Once the toddler learns the skill better, using these schedules ensures higher rate of success since the toddler isn’t aware of when reinforcement will be provided. Providers and families generally use a variable schedule as they provide reinforcement. At home, mom and dad have their attention pulled in various directions and will find it more challenging to provide reinforcement for every occurrence of the toddler’s skill/behavior. The following chart describes in more detail the differences between these reinforcement schedules.

The following video shows an example of fixed ratio reinforcement and variable ratio reinforcement.

In determining the best schedule for providing reinforcement to the toddler remember the following:

• General continuous reinforcement is best as the toddler learns a new skill.
• Fixed schedules are more effective for shaping behavior.
• Variable schedules are useful for helping a toddler maintain a skill.

The following table summarizes the different reinforcement schedules:

Planning Scenarios: Positive Reinforcement

The practice scenarios for using the evidence-based practice (EBP)  follows a toddler example through each of the implementation steps.  The practice scenarios are followed by a Knowledge Check for each step. We recommend that you select and follow the same setting (home or center-based) throughout the module steps.

If you have trouble viewing, review the Troubleshooting Tips

Knowledge Check

Question:

What type of reinforcement schedule is best for maintaining a skill or behavior that the toddler has already learned?

Question:

When teaching a new skill, which reinforcement schedule is most effective to start with?

Consider the following question:

What are at least three types of reinforcers?

Step 2.1 Implement continuous reinforcement

When first learning a behavior (or skill), a toddler needs to know when she is doing the behavior and doing it correctly.

Reinforcement needs to occur, as possible, after every occurrence of the behavior.

Step 2.2 Prevent satiation

Reinforcement works because the toddler is motivated to do the skill or behavior in order to get something he desires. Thus it is important to plan for how to keep the desired item, food, activity, or thing motivating to the toddler and to prevent satiation.

Remember that as with anyone, what is motivating today may not be as motivating tomorrow.

The following video clip shows the ways in which a reinforcer is provided in small segments throughout a task to maintain interest on the task and avoid satiation.

Practice Scenarios: Implementing Positive Reinforcement

The practice scenarios provide examples of using the evidence-based practice (EBP) and follow a toddler situation through each of the implementation steps. A knowledge check follows the practice scenarios.. We recommend that you select and follow the same setting (home or center-based) throughout the module steps.

If you have trouble viewing, review the Troubleshooting Tips

Knowledge Check

Question:

An almost three year old has learned to take turns with his brother during short games. All of a sudden, he does not want to take turns anymore, which distresses his brother.

What issues related to reinforcement might be at work?

Question:

When implementing reinforcement providing large amounts of the reinforcer should be avoided. Why?

Question:

When implementing reinforcement it may be necessary to pair reinforcers (such as social reinforcers with primary reinforcers). Why?

Step 3.1 Use progress monitoring data to determine the toddler’s mastery of the skill or behavior

Data must be taken and monitored in order to determine if the planned intervention is working and when reinforcement can be gradually faded. Fading reinforcement is very important to promote generalization and maintenance of the toddler’s use of the skill or behavior.

Data should be taken on the data sheets developed for the baseline data, unless through the course of intervention it is determined by the team and family that other information will be most useful. By using the same data collection sheets, the team and family can track the toddler’s performance before reinforcement was implemented and after it was implemented. Therefore, the team and family will be better able to see if the toddler shows an increase in using the target skill/behavior after they implemented reinforcement. If not, changes will need to be made to the intervention plan such as using different reinforcers, reinforcing more consistently, saving reinforcers for teaching times only, and so on.

Data on  how frequently Jack requests for snack during snack time by pointing to the food or approximating the food “cracker.”

Data on the length of time Caroline spends in bath before demanding to be taken out.

Step 3.2 Move from continuous to intermittent reinforcement

As the toddler moves towards meeting the outcome criterion, the team and family begin to fade or move from a continuous schedule of reinforcement to an intermittent schedule of reinforcement. Return to Step 1.6 for a review of intermittent schedules of reinforcement.

Fading reinforcement from a continuous schedule (every time the toddler performs the skill or behavior) to intermittent schedule helps the toddler learn to use the skill or behavior more frequently, to maintain the behavior over longer periods of time, and reinforces the behavior with more available reinforcers (e.g., praise, natural consequences). 

Data are taken throughout this process to make sure that fading in reinforcement is not causing a decrease in the use  of the skill or behavior.

Step 3.3 Use data to adjust reinforcement strategies if the skill or behavior is not increasing

Data collection and review provides visual evidence of the effectiveness of the reinforcement strategy being used. If the skill or behavior is not increasing, the EI team and family must try to identify the reason why.

Practice Scenarios: Monitoring Positive Reinforcement

The practice scenarios provide example cases of using the evidence-based practice (EBP) that follow a toddler case through each of the implementation steps, following the Knowledge Check. We recommend that you select and follow the same setting (home or center-based) throughout the module steps.

If you have trouble viewing, review the Troubleshooting Tips.

Knowledge Check

Fill in the blank:

Collecting implementation data on the same data sheets as baseline data is helpful in order to __________________.

Question:

What are the benefits to moving from a continuous to an intermittent reinforcement schedule?

Step 1.1 Select and describe the target skill or behavior in observable and measurable terms

Beginning with the IFSP, the EI team discusses with the parent the toddler's strengths and challenges in order to develop a priority outcome and then describe a target skill. The IFSP outcome should be observable and measurable in order to be able to clearly describe the expected skill that the toddler will learn and how to determine when the toddler has mastered the skill.

Step 1.2 Identify the activities and routines within which to teach the target behavior (or skill)

Once target behaviors are described, the EI team and parents identify everyday activities and routines within which to use negative reinforcement to increase the toddler’s behavior. Negative reinforcement is effective when used in routines and activities that are mildy aversive to the toddler.

It is important to note, that mildly aversive activities, events, or items occur naturally in a young child’s environment and do not cause harm to toddlers with ASD.

EXAMPLE

Toddlers may be bothered by taking a bath, sitting for dinner, having the light off in the room at bedtime, and so on.

Step 1.3 Determine implementation of other evidence-based practices

Negative reinforcement is usually implemented in conjunction with other evidence-based practices (e.g., prompting, activity systems, naturalistic interventions, and discrete trial training). If another evidence-based practice is being implemented review the module for that practice.

Step 1.4 Collect baseline data

Once the skill or behavior and activities or routines are identified, the team and family collect data on that skill or behavior within those activities or routines to determine how often the toddler uses the target skill or behavior if at all. Conducting a baseline clearly illustrates the toddler’s current performance level. If an accurate baseline is not established the EI team is unlikely to develop appropriate goals and criteria by which to measure progress. And further, the EI team is unlikely to be able to make the right adjustments to their and the family’s implementation of reinforcement and other evidence-based practice necessary to support the toddler and family’s success.

a) The EI team, with the family, measure the toddler’s use of the skill or

behavior by collecting the following data:

Frequency data

Frequency data measures how often the toddler engages in the skill/behavior. Data are collected through time sampling or event sampling.

Sampling: When using time sampling, data are collected after a certain amount of time has passed (e.g. every 5 minutes). For example, if collecting data on frequency of screaming behavior a parent or provider would mark if the behavior happened every 5 minutes. This technique is useful for behaviors the toddler engages in frequently such as for engagement and parallel play.

Event sampling: Event sampling is used by marking every time that the toddler engages in the behavior. This technique is used for low frequency behaviors or skills such as requesting help, playing specifically with a toy, helping put on clothes, and so on.

For Aiden, the team could take frequency data on the number of bites that he eats during a sitting.

Data: How frequently Jack requests for more snack during snack time by signing “more”, pointing to the food, or approximating the food (“cracker”).

The event sampling data shows that his use of requests increased across the four days that data was collected:

Duration data

Duration data are used to record the length of time that the toddler engages in the skill/behavior. For example, a parent or provider might collect data on how long a toddler sits at the table during dinner before demanding to be let down. A parent or provider might collect data on how long the toddler spends playing with one open-ended toy before moving on to something else.

Data: The length of time that Aiden sits at a table eating or playing

Data: The length of time that a toddler spends in each bathroom's tub before demanding to be taken out. 

Although the time in bath increased it’s not clear whether that is due to time or whether Caroline prefers the master bathroom.

b) EI team members collect baseline data for a minimum of four days or until a

trend is clear and stable before beginning implementation of reinforcement

A stable baseline helps the team know whether their use of reinforcement is impacting the toddler’s behavior. If the baseline is not stable, the team will not know whether it was their and the family’s implementation of negative reinforcement that produced a change in the toddler’s behavior or use of a skill.

Baseline data should be graphed in order to best determine if a trend is stable such as in the following graphs. The graph below illustrates the number of times a day a toddler urinated in a potty across 4 days. In both of the graphs below a stable trend can be identified. While the graph on the left is more erratic, it is clear that the frequency or duration of the behavior is at the level of a 2 and that the level is overall flat. The graph on the right clearly slows an increasing trend. Generally, at least 3 data points are needed to begin to identify a trend.

Step 1.5 Establish goals and criteria

Now that the team and family have identified skills or behaviors and routines, they determine the criteria that will be used to evaluate whether their use of negative reinforcement is effective.

First, the team and family double check that the outcome is still appropriate given the baseline data collected. If it is not, the outcome is revised as described in the first step.

Step 1.6 Select negative reinforcers

As mentioned earlier, negative reinforcement is effective when used in routines and activities that are mildy aversive to the toddler. When using negative reinforcement, identification of mildly aversive, non-preferred activities and tangible items is critical to ensure that the toddler is motivated to use the target behavior to avoid or get rid of the aversive activity or item. As with positive reinforcement, team members and families begin with an assessment of preferred and non-preferred items or activities.

Team members conduct a negative reinforcement assessment that identifies preferred or nonpreferred activities, events, and items that produce positive and negative reactions in the toddler with ASD.

The EI team and family come together to:

• Make a list of preferred and nonpreferred activities, events, and items

The EI team give examples to the family to help them begin to consider activities and events if needed. These may include washing hands, turning on water faucet, sitting for extended periods of time, waiting for materials to be available, certain food, certain toys, certain textures and so on.

• Observe the toddler

During the observation they direct the toddler to engage in various activities and with various toys and other items. They look for the toddler’s response (e.g., positive, negative, disinterested). If the toddler makes evasive movement or negative vocalizations (e.g., turning away, physically resisting, crying, screaming, dropping to the floor, yelling), or engages in interfering behaviors (e.g., self-injury, aggression, disruption, trying to leave) they allow the toddler to leave the activity or offer another object. Observe if the behavior decreases when the aversive event, activity, or object is removed.

The following table can be used to document the toddler’s reactions to presented activities, events, and items and the toddler’s reactions when aversive activities, events, and items are removed. Sitting in seat is clearly an aversive for Aiden. From the observation, the team also has a list of potential reinforcers to support intervention – Elmo, water play, etc.

Step 1.7 Identify a reinforcer that is appropriate for the target skill and routine or activity

The team considers the list of reinforcers and mild aversives identified through interviews with family members and observations of the toddler. They identify those that are appropriate for the target skill within the identified routines or activities.

Examples of negative reinforcers used during common toddler routines or activities:

Step 1.8 Select a method for instruction

When using negative reinforcement it is important to plan for the method of instruction. This is so the toddler is clear what behavior or skill is expected for him to escape the aversive situation. Instructions should be determined based on:

• the individual toddler’s preferences,
• developmental level,
• the behavior or skill, and
• activity or routine.

Instructions are most often verbal, visual, or a combination of the two.

Please review the Prompting Module for more information on prompts which work well for some toddlers and how to implement these systematically.

a) Verbal instructions should be brief, clear, and consistent with the toddler’s

ability to understand receptively.

Early intervention providers and family members should determine what verbal instructions will be used so that they are consistent in the delivery of these instructions.

b) When incorporating visual supports it is important to ensure that they are

consistent with the developmental level of the toddler. 

Many toddlers with autism react well to visual supports. Some toddlers may not be able to make the necessary connection between an abstract black/white drawing of a toy and a toy itself, but they may make the connection given a photograph of the toy. Other toddlers may need to see the actual object to understand the instruction. Early intervention providers should talk with the toddler’s family, observe the toddler, and take data on the toddler’s reaction to various visuals to determine the type and format of visuals that are most likely to be understood by the child.

Please refer to the Visual Supports Module for more information.

Examples of visual instruction:

c) A combination of verbal (or other prompt) and visual instruction can be

used.

The EI team and family members should determine that the toddler responds well to multiple forms of instruction and is not likely to be overwhelmed by these. The team should clearly outline how these instructions will be given so that all members are delivering them consistently. The toddler will learn best when expectations appear to be the same across EI team members and family members.

Planning Scenarios: Negative Reinforcement

The practice scenarios provide example cases of using the evidence-based practice (EBP) that follow a toddler case through each of the implementation steps, following the Knowledge Check. We recommend that you select and follow the same setting (home or center-based) throughout the module steps.

If you have trouble viewing, review the Troubleshooting Tips.

Knowledge Check

Is this statement True or False?

Toddlers are developmentally ready for visual supports to be used in conjunction with negative reinforcement by 24 months.

Select an answer:

As mentioned earlier, negative reinforcement is effective when used in routines and activities that are __________________ to the toddler.

1. highly motivating
2. mildly aversive
3. new

Question:

When measuring how often the toddler engages in a skill or behavior, what type of data should be collected?

Question:

An EI provider would like to collect data on what happens during car rides, since mom is concerned about the amount of screaming and frustration her son exhibits during car rides.

• What type of data should she collect?

• Why this type?

Step 2.1 Cue the toddler to use the skill or behavior

Use the methods of instruction selected in Step 1.7 to cue the toddler to use the skill or behavior.

Do not remove the negative reinforcer (the mildly aversive situation) until the toddler uses the skill or behavior.

Example of an Implementation Plan for Negative Reinforcement

In the following implementation plan for negative reinforcement with a toddler, the parent and the EI provider would cue the child, Jim, to take a bath and cue him through the steps until they are complete. Only when complete will Jim be able to leave the tub.

Step 2.2 Respond to the toddler based on the toddler's use of the skill or behavior

Respond using one of the following choices depending on the toddler's use of the skill or behavior:

a. If the toddler uses the skill/behavior, remove the negative reinforcer immediately.

b. If the toddler does not engage in the skill/behavior repeat your planned instruction.

If the toddler continues to not respond, reconsider your planned instruction. Instruction should include a control prompt. A control prompt is the most intrusive prompt, which will guarantee that the toddler engages in the skill/behavior If the toddler doesn’t engage in the skill or behavior, the chosen control prompt needs to be changed to one that will ensure the toddler’s response.

c. Negative reinforcement is often used to teach the toddler skills or behaviors to replace interfering behavior.

When using extinction, ignore the interfering behavior while prompting the toddler to use the target skill/behavior. Extinction should not be used if the challenging behavior is dangerous to the toddler or others. 

Practice Scenarios: Implementing Negative Reinforcement

The practice scenarios provide example cases of using the evidence-based practice (EBP) that follow a toddler case through each of the implementation steps, following the Knowledge Check. We recommend that you select and follow the same setting (home or center-based) throughout the module steps.

If you have trouble viewing, review the Troubleshooting Tips.

Knowledge Check

Select an answer:

When implementing negative reinforcement, you should ensure which of the following?

1. You remove the aversive immediately upon when the toddler uses the target behavior.
2. The aversive is actually aversive and that you can remove its presence quickly.
3. Your corresponding prompting hierarchy includes a controlling prompt if the toddler needs prompting to get to the use of the target behavior.
4. All of the above

Is this statement True or False?

Extinction is often used when the toddler engages in the challenging behavior during implementation of reinforcement.

Fill in the blank:

When should extinction not be used?

3.1 Use progress monitoring data to determine the toddler’s mastery of the skill or behavior

Data must be taken and monitored in order to determine if the planned intervention is working.

Data should be taken on the data sheets developed for the baseline data, unless through the course of intervention it is determined by the team and family that other information will be most useful. By using the same data collection sheets, the team and family can track the toddler’s performance before negative reinforcement was implemented and after it was implemented. Therefore, the team and family will be more able to see if progress increased after they used negative reinforcement. If not, changes will need to be made to the intervention plan.

3.2 Adjust negative reinforcement strategies if the target skill or behavior is not increasing

Data collection and review provides visual evidence of the effectiveness of the negative reinforcement strategy being used. If the skill/behavior is not increasing, the EI team and family must try to identify the reason why.

Practice Scenarios: Monitoring Negative Reinforcement

The practice scenarios provide example cases of using the evidence-based practice (EBP) that follow a toddler case through each of the implementation steps, following the Knowledge Check. We recommend that you select and follow the same setting (home or center-based) throughout the module steps.

If you have trouble viewing, review the Troubleshooting Tips

Sample Data Sheet: Monitoring Progress of Negative Reinforcement (Caitlyn's Data)

Sample Data Sheet: Monitoring Progress of Negative Reinforcement (Desmond's Data)

Knowledge Check

Question:

How is collecting implementation data on the same data sheets as baseline data helpful?

Question:

If the toddler is not progressing in their use of the target skill, what questions might the team ask about their use of negative reinforcement.