Reinforcement (R+)

Step 1. Identifying the Target Skill/Behavior

Define the target skill/behavior in observable and measurable terms.

Step 2. Collecting Baseline Data

1. Measure the learner’s use of the target skill/behavior before implementing reinforcement by collecting one of the following:
2. Collect baseline data for a minimum of four days before implementing reinforcement.
3. Collect baseline data in numerous settings and/or activities.

Step 3. Establishing Program Goals and Performance Criteria

1. Establish a program goal for each target skill/behavior that is developmentally and age-appropriate for the learner with autism spectrum disorder (ASD).
2. Establish at least three different performance criteria for each program goal to monitor learner progress.

Step 4. Identifying Positive Reinforcers

1. Consider the age of the learner with ASD.
2. Consider the target skill/behavior and natural reinforcers that could be used to teach the skill.
3. Observe the learner with ASD in natural settings and identify:
4. Identify potential reinforcers by asking the learner what he or she would like to work for (if appropriate).
5. Identify potential reinforcers by interviewing other staff and parents to identify reinforcers that have worked in the past.
6. Identify potential reinforcers by conducting a reinforcer sampling.
7. Complete a reinforcer checklist to identify potential reinforcers.

Step 5. Creating a Reinforcer Menu

1. Create a menu of possible reinforcers for the learner with ASD, listed by name (if the learner can read) or by picture.
2. Allow the learner with ASD to select a desired object, activity, or food from the reinforcer menu before or after the activity begins.

Step 6. Selecting a Schedule of Reinforcement

1. Select continuous reinforcement when a learner with ASD is first learning a target skill/behavior.
2. Select an intermittent reinforcement schedule when a learner with ASD has met the initial performance criteria for the target skill/behavior (see Step 3).

Step 7. Implementing Continuous Reinforcement

1. Immediately deliver reinforcement each time the learner with ASD uses the target skill/behavior.
2. Describe the target skill/behavior after the learner uses it correctly.
3. Deliver identified reinforcers only when the learner with ASD uses the target skill/behavior.
4. Provide small amounts of the identified reinforcer after the learner with ASD uses the target skill/behavior.
5. Pair activity or material reinforcers (e.g., tangible, activity, sensory) with social reinforcement (e.g., praise).
6. When using primary reinforcers (e.g., food, drink), also deliver a secondary reinforcer (e.g., praise, sticker, computer time).

Step 8. Preventing Satiation

1. Vary reinforcers for a target skill/behavior or use a different reinforcer for each target skill/behavior.
2. Teach the target skill/behavior during several short instructional sessions.
3. Avoid using edible reinforcers. If they must be used, since they are effective for skill acquisition, use minimally and offer a variety. Food is often discouraged for use as primary reinforcers for several reasons including:
   1. Food is not a natural reinforcer making generalization more difficult,
   2. It only works well when the student is hungry for that food,
   3. Associating work contingencies with food has the potential for the development of mental health or eating disorders,
   4. Health concerns such as obesity and diabetes with eating too much foods with low nutritional value.
4. Shift from using primary to secondary reinforcers as soon as possible.
5. If satiation does occur, start using a different reinforcer.

Step 9. Monitoring Learner Progress

1. Use progress monitoring data to determine the learner’s mastery of the target skill/behavior.
2. As learners with ASD meet performance criteria for a target skill/behavior, move from a continuous reinforcement schedule to intermittent schedules of reinforcement.
3. Use progress monitoring data to adjust reinforcement strategies if the target skill/behavior is not increasing.