The goal of reinforcement is to increase the likelihood that the toddler with ASD will use the target skill again in the future. Therefore, selected reinforcers should be highly motivating to the toddler with ASD, naturally reinforcing, and tied to the activity or routine within which the target skill or behavior will be most likely used by the toddler.
When choosing reinforcers for toddlers with ASD, the EI team identifies:

• What has motivated the toddler in the past?
• What does the toddler want that is not easily accessible by her?

For example, a toddler may continually request Goldfish crackers that are placed on a high shelf; however, the EI provider or parent only gives the toddler the Goldfish crackers a few times a day.

EI providers, parents, and/or caregivers identify a reinforcer that is appropriate for the target skill and routine or activity.

Primary reinforcers satisfy a physical need by making the toddler feel good (e.g., food, liquids, sleep).

Secondary reinforcers are objects or activities that the toddler has grown to like, but does not need biologically (e.g., tickles, stickers, ball play).

The chosen reinforcer should be as natural as possible. That is, it should be related to the activity that is going on. For example, it would be natural for a toddler with ASD to get free time or have access to a preferred activity/object after taking part in a challenging, non-preferred learning activity. Another example would be to use food as a reinforcer during food-related activities such as snack time or lunch when the target skill is requesting.

Activities Used to Identify Effective Reinforcers for a Toddler

• Use an Interest Inventory

The family and other caregivers are likely to give valuable information about the toddler’s preferences. The Early Preschool Interest-Based Everyday Activity Checklist [ PDF file ] is one example of a checklist to use to gather information from the toddler’s family about preferred activities. This checklist provides information on activities that are reinforcing as well as the frequency of these activities within family routines and can be found at the Family, Infant, and Preschool Program Center for the Advanced Study of Excellence (CASE) website: www.fipp.org

• Observe the toddler in natural settings and identify activities, objects, foods, interactions, and so on that she chooses or seems to enjoy. 
• Ask the toddler, if appropriate, what he would prefer to work for by providing the toddler with choices. For example, show the toddler two options of snack, wait for toddler to point to one he would like (if this skill is developed). Later, put the snack out of reach and instruct the toddler on how to request the snack. Reinforce with the chosen snack when toddler requests.

• Conduct a Reinforcer Sampling

In order to decide which reinforcers, among many, are most likely to be effective conduct a reinforcement sampling. There are a number of options for completing reinforcer sampling; however, for toddlers who may have limited communication skills, the following steps are suggested:

• Gather a selection of items that may be favorable to the toddler. These items can be identified by asking caregivers and observing the toddler.
• Present the toddler with pairs of choices, being sure to match each item at least once with the other items being sampled. This is to determine relative preference. Also, vary left and right presentation throughout to minimize the possibility that the toddler is choosing one object from a particular side (e.g. side preference).
• Document the items chosen most often, least often, or that produce a notable response (e.g., the toddler throws the item after choosing it). Toddler Activities, Reinforcer Sampling, or Preference Assessment Menu (Fisher et al., 1992)

The following video demonstrates a provider using the reinforcement sampling technique to identify which object is most or least motivating to the child. The provider introduces the toddler to two objects and watches which object the child explores or plays with more enthusiastically or for a longer period of time. 

Through the above steps, the team develops a list of reinforcers and reinforcing activities.