   |
|
|
 |
|
Positive reinforcers are events that follow a response, which
increase the likelihood that the response will occur again. Simply
put, positive reinforcers are items, activities, actions, or words
that serve to increase behaviors. When we specifically want an
appropriate skill or behavior to increase, we provide positive
reinforcement. For example, if a child receives a piece of candy for
cooperating with sitting on the potty, and the child cooperates with
sitting on the potty in the future, the candy served as a positive
reinforcer. If, however, the candy was given, but the child does not
cooperate with sitting on the potty in the future, the candy did not
serve as a positive reinforcer. Positive reinforcers must be provided contingent on the occurrence of the desired behavior. For example, if an adult wants to use positive reinforcers to help a child “use their words” more, the adult should provide a reinforcer immediately following the child’s use of words. The reinforcer(s) selected should only be used to increase the target behavior(s). If they are used at other times, their effectiveness will be substantially reduced. In the beginning, reinforcers are given following each and every occurrence of a behavior. This is called a “dense” or “continuous” schedule of reinforcement. Once the child has learned the desired behavior, and has displayed it over a period of time, an “intermittent” schedule of reinforcement is begun. This means that the reinforcer(s) is “faded” so that the child does not earn it every time they display a behavior, but every second, third, fourth time, and so on. Positive reinforcers should be delivered immediately following the desired behavior. If delays occur in providing reinforcers, the child may not know why they are being reinforced. When reinforcers are not given immediately, other, undesirable behaviors may inadvertently be reinforced. For example, envision the goal of wanting to increase the child’s ability to play with a toy appropriately. First, the child plays with the toy appropriately for a brief time, and then plays with the toy in an inappropriate way (e.g., spins wheels on a car, lines up blocks in a repetitive manner). If the positive reinforcer is not provided immediately following the appropriate toy play, the child may think they received the reinforcer for the inappropriate play, thus inadvertently increasing the “wrong” type of play. Reinforcers can be classified as “primary” and “secondary”. Primary reinforcers include things that have a biological importance to a person. That is, primary reinforcers are things that are natural and unlearned, and that are necessary for living. The most common primary reinforcers used to increase behaviors include food and drink items. Such reinforcers are considered to be natural positive consequences because most learners do not have to be conditioned to want them. That is, if the child is hungry or thirsty, food and drink items will “naturally” serve as a reinforcer. Secondary reinforcers are learned. For example, the value of verbal praise, a “high five”, or a preferred activity (e.g., computer, video) is learned. Often, we pair primary reinforcers (e.g., food) with secondary reinforcers (e.g., verbal praise). Over time, primary reinforcers are faded so that secondary reinforcers become reinforcing in and of them selves. |
|
 |
|
|
© Copyright Autism Consultation and Education, Inc. 2002, 2004, 2006. All rights reserved. |
