Reinforcement

References:

Dillon, L.M. (no date). Applied Behavior Analysis: Helping Children with Autism. Retrieved from: http://www.appliedbehavioranalysis.com/ReinforcementSchedules.htm

Loftin, Odom, & Lantz (2007). Social Interactions and Repetitive Motor Behaviors. Journal of Autism and Developmental Disorders, 38(6), 1124-1135.

Kay, S., Harchik, A.E., & Luiselli, J.K. Elimination of Drooling by an Adolescent Student with Autism Attending Public High School. Journal of Positive Behavioral Interventions, 8(1), 24-28.

Pennsylvania Department of Education (2006). Pennsylvania Verbal Behavior Project Family Handbook. Administered by Tuscarora Intermediate Unit 11.

Sundberg, M.L & Michael, J. (2001). The Benefits of Skinner's Analysis of Verbal Behavior for Children With Autism. Behavior Modification, 25 (5), 698-724.

 

Explain the concept of reinforcement. Refer to available research.

Reinforcement is a process used following a desired behavior in order to increase the likelihood of that behavior occurring again.  Reinforcement is meant to strengthen the frequency, rate, duration, or intensity of a wanted behavior. B.F. Skinner was the first to articulate the term automatic reinforcement, which is reinforcement that occurs without someone providing it. For example, think of infants and their verbal behaviors. When a typically-developing infant vocalizes, he is automatically reinforcing his behavior since he is able to hear himself sounding similar to mommy or daddy, in turn, increasing the frequency of that type of vocal behavior. Persons, such as Mark Sundberg, went on to develop the concept of Verbal Behavior and use of reinforcements further (Sundberg & Michael, 2001).

There are two types of reinforcement: positive and negative. Both are used to increase the likelihood of the behavior occurring again. In positive reinforcement, something is gained or added to improve the probability of the behavior occurring again. An example would be getting a drink of milk after saying “milk.” In negative reinforcement, something is taken away to increase the desired behavior. An example of negative reinforcement would be a teacher giving one less homework assignment if the class behaves appropriately during the assembly (Pennsylvania Department of Education, 2006).  

I read an article recently in which a 17 year old male who had diagnoses of Autism and MR excessively drooled. It was affecting his socialization with others. His aide checked him every 5 minutes and he received an edible treat if his mouth stayed dry. If it was not dry, they worked on wiping his mouth and swallowing, gradually increasing his independence toward this. The intervals eventually increased from 5 minutes to 15 minutes, and eventually his drooling was effectively eliminated (Kay, Harchik, & Luiselli, 2006).

Another article taught 3 adolescents with autism (a 9-year-old and 2, 10-year-olds) social interaction skills and worked with their peers on providing positive social interactions. These students improved not only their social skills, but also demonstrated decreased repetitive motor behaviors (Loftin, Odom, & Lantz, 2007).

Reinforcers can also be given continuously or intermittently. With continuous reinforcement, the reinforcer is given each time the behavior is elicited. Intermittent reinforcers; however, are not given each time, and can be given randomly or after a fixed amount of times the behavior occurs (i.e., after the child says "Mommy" 5 times) (Dillon, n.d).


Use of reinforcers, as shown above, can be a very effective way to elicite and continue to get desired behaviors. Just in the past couple of weeks I used a great example of this in my own home. My kids love bath time, and could stay in there forever. So, I usually assist with the bath and then let them play for awhile. Well, whether I give them 5 or 25 minutes in there, they want to continue to play, and it takes many prompts before they get out. However, last week, my son and daughter got out right away! I immediately praised them and gave them each an M&M. Since then at bath time, they get out right away...hoping for another M&M. Well, they definitely don't get one each time, only when I am feeling generous. So, intermittent positive reinforcement in action!

*Amy has also provided us with an excellent reinforcer survey. You will definitely want to check it out and print off a copy to keep for your records! It's a very comprehensive reinforcer survey, including social reinforcers, food items, objects, etc. It's under Learning Modules > Relating to Other Articles > Reinforcer Survey from CARES