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.
|
Target Behavior or Skill within the Activity or Routine |
Aversive Aspect |
Reinforcing Aspect |
Verbal Instruction |
|---|---|---|---|
|
During dinner, Aiden will finish at least 5 bites of food (i.e. teaspoon size) before leaving the table for 4/5 consecutive weekday dinners. |
Having to eat |
As soon as Aiden eats at least 5 bites he can leave the table |
Aiden, first eat, then leave table. |
|
During play, William will ask for help (say “help”, sign “help) rather than screaming when a toy is not operating correctly and he needs assistance. |
Toy not working |
As soon as Will asks for help someone (e.g., mom, dad, therapist, provider) will make the toy work |
Will, need help? (with anticipatory voice and body language) |
|
Jim will allow mom or dad to wash his hair once a week by sitting in the bathtub through rinsing, soaping, rinsing. |
Taking a bath |
As soon as the three step process is complete Jim is allowed to come out of the bathtub |
Jim, let’s wash hair then bath is finished. |
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:
|
Target Skill or Behavior within Activity/Routine |
Aversive Aspect |
Reinforcing Aspect |
Verbal Instruction |
Visual Instruction |
|---|---|---|---|---|
|
During dinner, Aiden will finish at least 5 bites of food (i.e. teaspoon size) before leaving the table for 4 - 5 consecutive weekday dinners.
|
Having to eat |
As soon as Aiden eats at least 5 bites he can leave the table |
Aiden, first eat, then leave table |
|
|
During play, Will will ask for help (say “help”, sign “help) rather than screaming when a toy is not operating correctly and he needs assistance for 4 - 5 opportunities across 2 days. |
Toy not working |
As soon as Will asks for help someone (e.g., mom or therapist, provider) will make the toy work |
Will, need help? (with anticipatory voice and body language) |
Help Mom! |
|
Jim will allow mom or dad to wash his hair once a week by sitting in the bathtub through rinsing, soaping, rinsing for 2 consecutive weeks. |
Taking a bath |
As soon as the three step process is complete Jim is allowed to come out of the bathtub |
Jim, let’s wash hair then bath is finished. |
|
|
Arianna will sit on her bottom or knees in the pew at church on Sunday for at least 5 minutes before leaving for the church garden 2 - 3 consecutive Sundays. |
Sitting at church |
As soon as she finishes sitting for 5 minutes Arianna can leave |
___ more minutes sitting Arianna then garden |
|
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.