Step 1.5 Select reinforcers

Select reinforcers to pair with the target skill or behavior.

Reinforcers should be:
 
  • highly motivating,
  • naturally reinforcing, and
  • tied to the activity or routine within which the target skill or behavior will be used by the toddler.

The goal of reinforcement is to increase the likelihood that the toddler will use the target skill again in the future. Positive reinforcement is generally the strategy that adults use first when trying to teach new skills or behaviors. Positive reinforcement refers to the presentation of a reinforcer after a toddler uses a target skill or behavior, therefore encouraging him/her to perform that behavior again in the future.

The toddler's deprivation state is when the toddler cannot have, or is deprived of, what he or she wants.

Positive reinforcers can be either primary or secondary.

Primary Reinforcers

Primary reinforcers are often naturally reinforcing to toddlers with ASD. These might include verbal praise, highly preferred activities, stickers, toys, or edibles.

Secondary Reinforcers

The value of secondary reinforcers must be learned by pairing primary reinforcers with other types of reinforcement. An example of a secondary reinforcer might be pairing the primary reinforcer using verbal praise, “You did it!” with a chance to play with a favorite toy.

Positive reinforcers include:

  • access to a desired or preferred activity/favorite toy (e.g., special job, squishy ball, playing with cars, sand table) or social game (such as peek-a-boo or “so big”).
  • specific verbal praise (e.g. “You put the block in!”).
  • hugs or physical activity.
  • access to the preferred food or drink

When choosing reinforcers, answer the following questions:


  • What has motivated the toddler in the past?

  • What does the toddler want that he/she can't easily get? This is called the toddler's deprivation state.

  • What reinforcer is appropriate for the target skill and routine or activity?

EXAMPLE

A toddler with ASD may continually request crackers that are placed in a cupboard or on a high shelf, however, the EI provider or parent only gives the toddler the crackers once a day.

Because the toddler wants the crackers, but cannot easily get them, this is considered his deprivation state.

The chosen reinforcer should be as natural as possible and it should be related to the activity that is going on. It would be natural for a toddler with ASD to have access to a preferred or desired activity/object after taking part in a challenging, non-preferred activity.

EXAMPLE

If the toddler does not enjoy washing his/her face, then a possible positive reinforcer to receive after completing the routine would be to select a highly desirable toy to give to the toddler once the activity is complete. Another example would be to use food as a reinforcer during routines such as snack or meal times when the target skill is requesting.

For more information on reinforcers, refer to ASD Toddler Initiative module on Reinforcement.