Reinforcement
Both positive and negative reinforcement increase behavior by making the learner’s life better. A note on negative reinforcement: The common definition and the ABA definition of negative reinforcement are different. As previously mentioned, the ABA definition refers to an increase in behavior when something annoying is stopped or prevented because of our behavior. In contrast, the common use of the term is a synonym for punishment. These terms can lead to confusion. The important piece to focus on is the learner’s behavior and what happens following the behavior. If the learner repeatedly behaves in ways that result in escape or avoidance of something undesirable, negative reinforcement is in effect. Readers are referred to text books on ABA for further information and clarification. It can be tempting to think of preferred items as reinforcers. Yet, before doing so, it must be demonstrated that the contingent use of the preferred item is the reason for a behavior increase; only then can the item be called a reinforcer. For learners with autism, some items and activities are more likely to be reinforcers than others. Primary reinforcers serve a biological function and include food, water, warmth, and sexual stimulation. Initially, learners with autism may be more responsive to primary reinforcers. Secondary reinforcers gain their potency because they were paired with primary reinforcers or other established secondary reinforcers. There are four types of secondary reinforcers: • tangible reinforcers such as trinkets and toys, • activities-oriented reinforcers such as playing a game and going to the movies,
• generalized reinforcers such as tokens and money that allow access to a range of other primary and secondary reinforcers. Effective programming makes use of both types of reinforcement to maximize the learner’s progress. The behavior analyst’s goal is to move toward the type and schedule of reinforcement that will maintain the behavior in typical settings.
Resources
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Prentice Hall. Hall, R. V., & Hall, M. L. (1998). How to select reinforcers (2nd ed.). Austin, TX: PRO-ED. Leaf, R., McEachin, J., & Harsh, J. D. (Eds.). (1999). A work in progress: Behavior management strategies & a curriculum for intensive behavioral treatment of autism (pp. 23-36). New York, NY: DRL Books. Miller, L. K. (1996). Principles of everyday behavior analysis (3rd ed.). Pacific Grove, CA: Brooks/Cole Publishing Company.
•
social reinforcers such as physical contact and verbal praise, and
15
ABA Principles & Methods
Made with FlippingBook - Online catalogs