Step 2 Implementing the EBP

what will i learn

The following steps describe the process of using Positive Reinforcement through implementation of continuous reinforcement and preventing satiation.

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.

  • Provide reinforcement immediately after the toddler performs the behavior (or skill). Ensuring immediacy helps the toddler to make the connection between their performance of the behavior and getting the reinforcer.
  • As the reinforcer is provided name the behavior. Example, after the toddler requests juice by pointing and saying “ju”, give the toddler the juice (reinforcer) while saying “You want juice!”
  • Only provide the reinforcer when the toddler is performing the behavior. For example, a dad uses goldfish crackers plus verbal praise to reinforce his son’s asking for “fish” during snack, but then leaves the goldfish out for the rest day for his son to access whenever he wants. His son may be less likely to use his new skill of requesting verbally or he may lose interest in the reinforcer all together.
  • Provide small amounts of the reinforcer to maintain the toddler’s interest in it. Again, if dad gives his son 2 goldfish over 20 goldfish crackers his son is less likely to lose interest and will have many more opportunities to learn to request.
  • When the use of primary reinforcers cannot be avoided, pair primary reinforcers  with secondary reinforcers (e.g., food, drink paired with an activity, or tangible/sensory reinforcers). When the toddler requests “juice” say “Juice! You want juice!” to help the toddler associate the specific behavior to reinforcer AND to support the toddler in understanding the value of secondary reinforcers.
  • Pair reinforcers with social reinforcement. Ensure that social reinforcement is specific to the behavior and is varied. Observe to make sure that the social praise is not aversive to the toddler (e.g., too loud, too big, too intense). Pairing other reinforcers with social reinforcers helps toddlers understand the value of social praise. Toddlers with ASD are less likely to appreciate the value of social praise as much as their typically developing peers. As the toddler becomes more motivated by the social reinforcer, begin to fade the reinforcer (activity, edible, sensory, tangible).

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.

Satiation is the point at which the reinforcer loses its power.

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

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Tips for Preventing Satiation

To Avoid Satiation:

Examples:
  • Have a menu of reinforcers ready.

After conducing reinforcer sampling, observation, and/or interest inventory keep on hand a number of the reinforcers identified.
  • Vary reinforcers for a skill or behavior or use different reinforcers for each skill or behavior.

If the toddler very much enjoys tickles and silly faces, alternate tickles or silly faces when providing reinforcement for a skill/behavior. If the same toddler also enjoys pretzels, consider keeping pretzels as reinforcer for snack time and tickles are reinforcers for playtime.
  • Teach skills or behaviors during several short sessions rather than one long session.

Several short sessions helps to ensure that the toddler won’t tire of the reinforcer before he has enough opportunities to practice the skill/behavior.
  • Avoid using edibles. If they must be used, use a variety

Edibles (a primary reinforcer) should be used only when other reinforcers have not been identified or if the edible is a natural reinforcer (e.g., the toddler requests juice then juice is provided).

If used, various types should be used and they should be paired with other types of reinforcement.
  • Shift from primary reinforcers to secondary reinforcers as soon as possible and pair them from the beginning

Since toddlers with ASD are less likely than their typically developing peers to value secondary reinforcers, pair these with more valued reinforcers from the beginning. As the toddler becomes more motivated by secondary reinforcer, fade the primary reinforcer.
  • If toddler does lose interest in reinforcer, choose a new one.

If the toddler stops using the skill or behavior after mastering it or shows disinterest in reinforcer, change it. An inventory or reinforcer sampling may need to be repeated if no other reinforcers are immediately apparent.

 

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.

videoVideo: Using Reinforcement to 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.

Implementing homeimplementing center

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?