Step 1.3 Select reinforcers

Select reinforcers to pair with the target skill or behavior

Reinforcement helps to increase the likelihood that a targeted behavior or skill will reoccur once the reinforcer is paired with the desired outcome (see the Reinforcement Learning Module). For toddlers, reinforcers may consist of the child’s favorite toy, snack, or activity. When selecting a reinforcer, it is important to include parents whenever possible to help choose items that can be used in multiple settings (i.e., home, daycare center). Additionally, several items should be identified in the event that one item loses its’ effectiveness as a reiforcer or the toddler demonstrates a shorter than normal attention span with desired items (Rush, Mortenson, & Birch, 2010).

videoVideo: Using Reinforcement

a) Identify highly motivating positive reinforcers

Ask the parent to help you identify favorite toys, activities, food, etc. that would be highly motivating as a reinforcer. If there is some uncertainty, the provider may need to conduct a brief preference assessment to determine what are some highly preferred items a child might select. At least two items should be identified to be used as positive reinforcment.

Steps for Selecting a Toy as a Positive Reinforcer

  1. Present a number of reinforcing toys to the toddler (no more than 3-4 at a time).
  2. Allow the toddler to engage with each toy.
  3. Record the amount of time the toddler engages with each toy.
  4. Re-arrange the order of the toys, present again to the toddler, and record.time spent with each toy
  5. Select the most reinforcing toy based on how long the toddler engages with each one.

 

Th following video gives an example of a provider conducting a preference assessment:

videoVideo: Reinforcer Sampling for Video Modeling


b) Select several items, activities that are highly modivating for the toddler to use as positive reinforcers during skill acquisition

You may find that one reinforcer works quite well all the time; however, often when one reinforcer is used repeatedly the toddler becomes satiated and no longer motivated by its use.  Having the second reinforcer identified and available may save time and not interrupt the flow of skill acquisition.

Refer to the Reinforcement Module for additional information.