How does reinforcement support children's behaviors with ASD?
Reinforcement is the relationship between the learners behavior and the consequence that follows the behavior (Neitzel, 2009). The relationship only occurs when the reinforcer increases the likelihood of that behavior occurring again in the future, or maintaining that behavior (Neitzel, 2009). Research shows that reinforcements can be very valuable in increasing many desired behaviors and skills in children with ASD.
Implementing reinforcement:
In order for a reinforcement program to be effective, the learner with ASD must be highly motivated by the reinforcement. Prior to implementing a program, conduct an interview, and/ or assessments, and talk to other people who work with the child (parents, support worker etc.) to find out what kinds of reinforcements will work best for the learner (Neitzel, 2009).
Reinforcement Schedules
The frequency or timing of the delivery of reinforcement once the learner with ASD has performed a targeted behavior or skill (Neitzel, 2009). There are several types of reinforcement schedules. However, it is beneficial to start with frequent reinforcement, and then move to less frequent (intermittent reinforcement), so that the learner with ASD can eventually learn the targeted behaviors and skills independently.
Reinforcement is the relationship between the learners behavior and the consequence that follows the behavior (Neitzel, 2009). The relationship only occurs when the reinforcer increases the likelihood of that behavior occurring again in the future, or maintaining that behavior (Neitzel, 2009). Research shows that reinforcements can be very valuable in increasing many desired behaviors and skills in children with ASD.
Implementing reinforcement:
In order for a reinforcement program to be effective, the learner with ASD must be highly motivated by the reinforcement. Prior to implementing a program, conduct an interview, and/ or assessments, and talk to other people who work with the child (parents, support worker etc.) to find out what kinds of reinforcements will work best for the learner (Neitzel, 2009).
- Reinforcement must immediately follow the target behavior.
- Reinforcement must be appropriate for the target behavior, and be meaningful to the learner with ASD.
- Use a variety of reinforcers that can be used to motivate learners with ASD.
Reinforcement Schedules
The frequency or timing of the delivery of reinforcement once the learner with ASD has performed a targeted behavior or skill (Neitzel, 2009). There are several types of reinforcement schedules. However, it is beneficial to start with frequent reinforcement, and then move to less frequent (intermittent reinforcement), so that the learner with ASD can eventually learn the targeted behaviors and skills independently.
- A Continuous Reinforcement Schedule is used on a 1:1 ratio. Reinforcement is given every time the learner with ASD performs the desired behavior/skill. This schedule is often used when the child is first learning the target behavior/skill.
- Intermittent Reinforcement schedules are used once the learner has made the distinction between the desired behavior and the reinforcement. Learners with ASD are now reinforced, either after a period of time (Interval), or after a number of occurrences (ratio). These reinforcements can either be fixed, or variable.
In this system, tokens (i.e. stickers, pennies, or other small items) are used as symbols that a learner with ASD receives when they use the target behavior. After a predetermined number of tokens have been collected, these tokens are then traded in for a chosen reinforcer (i.e an object, or an activity that the learner desires). Tokens can also be earned for periods of time with a desired behavior (e.g. a token is placed in a jar for every 10 minutes that the learner does not call out in class), or for participation (e,g., engaging in co-operative group work) etc. (gena, Couloura, Kymissis, 2005).
Advantages:
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Negative Reinforcement
Negative reinforcement is the removal of an unpleasant stimuli after the target behavior has occurred (Neitzel, 2009).
If the learner with ASD works independently at their desk to finish their work, without the teacher having to remind him (removal of unpleasant stimulus), then he can get out of his seat for 5 minutes and walk around. |
Self-Management
Students with ASD often lack important self-management strategies. Without one-on one support and structure from others, they have difficulty directing, controlling, inhibiting or maintaining, and generalizing behaviors that are appropriate for inside or outside of the classroom (Wilkinson, 2008). In order to change or maintain behavior in learners with ASD, Self-management activities are required. First, a target behavior must be identified. Once the target behavior has been identified, the student with ASD is able to self-monitor their own behavior. The learner then makes an objectified recording of the occurrence or non-occurrence of the behavioral goal on the self-monitoring form (Wilkinson, 2008). The child and the teacher or parent, then must compare their self-monitoring scores to check if they are in agreeance. Advantages:
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It is important for students and teachers to implement goals for the student to achieve and work towards. They need to revisit their goals often, and address what is or is not working to make necessary changes, and set new goals.
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Works Cited
Cooper, J. O. (1982). Applied Behavior Analysis in Education. Theory Into Practice, 21(2), 114.
Donaldson, A. L., & Stahmer, A. C. (2014). Team collaboration: The use of behavior principles for serving students with ASD. Language, Speech, And Hearing Services In Schools, 45(4), 261-276. doi:10.1044/2014_LSHSS-14-0038
Caballero, A., & Connell, J. E. (2010). Evaluation of the Effects of Social Cue Cards for Preschool Age Children with Autism Spectrum Disorders (ASD). Journal Of Behavior Assessment And Intervention In Children, 1(1), 25-42.
Gena, A., Couloura, S., & Kymissis, E. (2005). Modifying the affective behavior of preschoolers with autism using in-vivo or video modeling and reinforcement contingencies. Journal Of Autism & Developmental Disorders, 35(5), 545-556.
Grindle, C., & Remington, B. (2005). Teaching children with autism when reward is delayed. The effects of two kinds of marking stimuli. Journal Of Autism & Developmental Disorders, 35(6), 839-850
Lui, C. M., Moore, D. d., & Anderson, A. (2014). Using a Self-Management Intervention to Increase Compliance in Children With ASD. Child & Family Behavior Therapy, 36(4), 259-279. doi:10.1080/07317107.2014.967613
Neitzel, J. (2009). Steps for implementation: Positive reinforcement.Chapel Hill, NC: The National Professional Development Center on Autism Spectrum Disorders, Frank Porter GrahamChild Development Institute, TheUniversity of North Carolina.
Wilkinson, L. A. (2008). Self-Management for Children With High-Functioning Autism Spectrum Disorders. Intervention In School & Clinic, 43(3), 150-157.
Additional resources:
http://www.educateautism.com/token-economy.html
Donaldson, A. L., & Stahmer, A. C. (2014). Team collaboration: The use of behavior principles for serving students with ASD. Language, Speech, And Hearing Services In Schools, 45(4), 261-276. doi:10.1044/2014_LSHSS-14-0038
Caballero, A., & Connell, J. E. (2010). Evaluation of the Effects of Social Cue Cards for Preschool Age Children with Autism Spectrum Disorders (ASD). Journal Of Behavior Assessment And Intervention In Children, 1(1), 25-42.
Gena, A., Couloura, S., & Kymissis, E. (2005). Modifying the affective behavior of preschoolers with autism using in-vivo or video modeling and reinforcement contingencies. Journal Of Autism & Developmental Disorders, 35(5), 545-556.
Grindle, C., & Remington, B. (2005). Teaching children with autism when reward is delayed. The effects of two kinds of marking stimuli. Journal Of Autism & Developmental Disorders, 35(6), 839-850
Lui, C. M., Moore, D. d., & Anderson, A. (2014). Using a Self-Management Intervention to Increase Compliance in Children With ASD. Child & Family Behavior Therapy, 36(4), 259-279. doi:10.1080/07317107.2014.967613
Neitzel, J. (2009). Steps for implementation: Positive reinforcement.Chapel Hill, NC: The National Professional Development Center on Autism Spectrum Disorders, Frank Porter GrahamChild Development Institute, TheUniversity of North Carolina.
Wilkinson, L. A. (2008). Self-Management for Children With High-Functioning Autism Spectrum Disorders. Intervention In School & Clinic, 43(3), 150-157.
Additional resources:
http://www.educateautism.com/token-economy.html
Images (top to bottom, left to right)
http://www.pbs.org/parents/education/reading-language/reading-tips/is-phonics-taught-in-my-childs-classroom/
http://www.yai.org/resources/r-c/resources/tips-for-creating-a-token-economy.html
http://thehword.com/generations/positive-reinforcements/
http://nspt4kids.com/parenting/the-difference-between-positive-and-negative-reinforcement/
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https://www.pinterest.com/brianafank/behavior-and-social-skills/
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http://emilykissner.blogspot.ca/2012/08/two-ways-to-get-kids-invested-in.html
http://www.yai.org/resources/r-c/resources/tips-for-creating-a-token-economy.html
http://thehword.com/generations/positive-reinforcements/
http://nspt4kids.com/parenting/the-difference-between-positive-and-negative-reinforcement/
https://www.google.ca/search?q=positive+reinforcement+menu&biw=1536&bih=731&source=lnms&tbm=isch&sa=X&ved=0CAYQ_AUoAWoVChMIi8SH-JjwxgIVDNkeCh3xcgAN#imgrc=oXn2CZ2DhotNeM%3A
https://www.pinterest.com/explore/token-economy/
https://www.google.ca/search?q=positive+reinforcement+menu&biw=1536&bih=731&source=lnms&tbm=isch&sa=X&ved=0CAYQ_AUoAWoVChMIi8SH-JjwxgIVDNkeCh3xcgAN#tbm=isch&q=reinforcement+menu&imgrc=q4bQfw8iXOApOM%3A
https://www.pinterest.com/brianafank/behavior-and-social-skills/
https://www.pinterest.com/pin/96264510757209062/
http://emilykissner.blogspot.ca/2012/08/two-ways-to-get-kids-invested-in.html