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.