Step 3 Monitoring Progress

monitor iconwhat will i learn

The following steps describe how the implementation of Positive Reinforcement is monitored and how to adjust the implementation plan based on the data.

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.”

 

Date

# of Requests

Total

9/18/2012

X

1

9/18/2012

X

1

9/19/2012

XXX

3

9/20/2012

XXXX

4

9/22/2012

XXXX

4

9/22/2012

XXXXXXX

7

9/23/2012

XXXXXX

6

9/24/2012

XXXXXXX

7

9/25/2012

XXXXXXXX

8

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

 

Date

Start Time

End Time

Total Time

Bathroom Used

7/4/12

7:18

7:21

3

Guest

7/5/12

6:55

6:59

4

Guest

7/7/12

7:02

7:07

5

Master

7/8/12

7:22

7:24

2

Guest

7/10/12

6:45

6:47

2

Guest

7/11/12

7:00

7:07

7

Guest

7/12/12

7:05

7:14

9

Master

7/14/12

7:05

7:17

12

Master

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.

EXAMPLE

After daycare and before dinner, Jonathan will send at least 5 minutes interacting with his toys within 3 feet of his sister for 4 out of 5 days.

Reinforcement for acquisition: While learning the skill, the EI provider and mom reinforce Jonathan with praise and access to a preferred toy every 30 seconds that he plays within 3 feet of his sister.

Reinforcement for maintenance: Once Jonathan is consistently playing with his preferred toys within 3 feet of his sister, the EI provider and mom provide less preferred toys until he again reaches criterion. After that criterion is reached social praise is provided every 2 minutes.

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.

question mark

Questions that can help identify the reason why the target skill or behavior is not increasing:

 

  • Is the skill or behavior well defined? Is it measurable and observable?
  • Are the reinforcers motivating to the toddler?
  • Are there too few different reinforcers? Are there too many?
  • Is everyone using the reinforcers consistently?
  • Are the reinforcers provided at a level necessary to maintain behavior? Should they be provided continuously?

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.

monitoring homemonitoring center

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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?