Reinforcers are defined as: A stimulus change that increases the future frequency of behavior that immediately precedes it. 

They are classified as:

• Edible-Bites of preferred foods, snacks, candy, and sips of drinks

• Sensory-Stimulation such as vibration (e.g., massager), tactile stimulation (e.g., tickles, strokes with a feather boa), flashing or sparkling lights, and music

• Tangible-Items such as stickers, trinkets, school materials, trading cards, i-pad, and small toys 

• Activity-the opportunity to engage in a certain behavior

• Social-Physical contact (e.g., hugs, pats on the back), proximity (e.g., approaching, standing, or sitting near a person), attention, and praise

There are two types of Contingencies of Reinforcement: 

1. Conditioned

2. Unconditioned

Charts below are from the Frank Porter Graham Child Development Institute at University of North Carolina at Chapel Hill.

Schedule Effects 

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson

Tips for Implementing Reinforcement

In order for a reinforcer to make a difference, it must be delivered 1-3 seconds after the behavior. When behaviors are in the acquisition, they should receive reinforcement every time they happen (continuous schedule). 

When trying to maintain a behavior that already exists, it doesn’t have to be reinforced every time, but should be reinforced on either a variable or fixed interval or ratio. 

If you lose a behavior that you feel should be mastered, you likely extended your reinforcement interval or ratio too quickly (ratio strain). Start reinforcing every occurrence of the behavior until you get it back, and then be more careful of how you reduce your reinforcement.

DTT Components and Definition

Hillman, C.B., Lerman, D.C. and Kosel, M.L. (2021), Discrete-trial training performance of behavior interventionists with autism spectrum disorder: A systematic replication and extension. Jnl of Applied Behav Analysis, 54: 374-388. https://doi.org/10.1002/jaba.755

The Happy Medium Approach

When we pair the prompt with the stimulus we are attempting to transfer stimulus control to the more natural cue 

Transferring Stimulus Control with Adults or Clinicians:

• Begin pairing the adults with preferred items for the individual 

• In-person overlapping to build exposure

• Pairing with other providers 

A prompt is anything added to the environment that elicits a behavior. Depending upon your learner, you may use most-to-least prompting or least-to-most prompting. This will be an individualized decision, just like with choosing reinforcers. 

• With most-to-least prompting, you’ll start with the most invasive prompt that will elicit the correct behavior. 

• With least-to-most prompting, you’ll move up the prompt chart until you hit the prompt that elicits the correct behavior.

Response Prompts Visual

Error-free learning: Another prompting strategy, where instead of letting the learner make a mistake at all, the supporter simply gives a prompt before the learner has an opportunity to make an error. This can be a successful prompt strategy to build up moments of confidence in the learner.

Stimulus Prompts

Manipulating the environment to "cue" a correct response that signals reinforcement is available. 

Generalization and Maintenance Procedures are important for:

• Long-lasting behaviors

• Behaviors appear in other environments and locations

• Behaviors can spill over to other related behaviors

Shaping Riding a Stider Bike with Parent

• Sitting on a balance bike seat, not moving 

• Sitting on a balance bike seat, moving with support form adult touching bike 

• Sitting on a balance bike seat moving with support form adult at 2 foot proximity 

• Sitting on a balance bike moving with support from an adult 5-foot proximity

• Sitting on balance bike, moving with parent on own bike

Noticing and Reporting Heavy Emotions

• Non vocally signal that emotion is showing 

• Whisper emotion is showing up 

• Say in a conversational voice, emotion is showing up 

When it's helpful:

• If you do not have physical management of the environment (telehealth sessions)

• Rapid skill development

When It's NOT helpful: 

• Used too long and needs to shift to intrinsic motivation

• When the individual becomes dependent on it

Review the examples of the reward systems below

Functionally Flexible Proactive and Reactive Strategies for Undesirable Behavior

• Create a universal strategy for all interventionists to use with expected and unexpected undesirable behavior that is context and function sensitive.

• Introduce reactive strategies that integrate with the Noticing Grid.

• Increase interventionist competence in managing large unsafe behaviors.

1. Teach replacement and new behaviors, often using the pendulum of optimal learning

2. Catch behavior before it becomes too big (level 2 or 3)

3. Learn what to do when the individual reaches a 2 or 3

4. Reduce reinforcement for too big responses (level 2 or 3)

5. What is the function? Respond based on function in the immediate context

6. Support and prompt replacement behaviors during level 2 or 3

7. Establish when and what behaviors to reinforce

8. ***If there is a specific reactionary response developed for a specific behavior, it takes priority over this framework for managing behavior***

Intervention Tips

The Incredible 2 Rule

The incredible 2 rule: The 2 rule can be used to work on a variety of skills, and it’s simple to remember!  Use language 2 times and then support the use of the skill.  

This reduces the likelihood of engaging in verbal power struggles and sets a clear expectation that you are moving forward.  For example:

• Context-specific direction

• 2 rule: state the direction twice.

• If they follow the direction, reinforce them differently, depending on whether it was the first or second time you stated the demand.

• If they do not, disengage and arrange the environment to support following the direction.

• Shifting

• 2 rule: state that it’s time to shift twice.

• If they shift, reinforce them differently, depending on whether it was the first or second time you stated the demand.

• If they do not, disengage and arrange the environment to support shifting.

• Engagement 

• 2 rule: state “I need you to pick something to do” twice.

• If they pick something, reinforce them differently, depending on whether it was the first or second time you stated the demand.

• If they do not, disengage and arrange the environment to support engagement.

Teach Replacement Skills (Just Right):

Usually at Level 1

Use lots of behavior momentum and reinforcement to build these skills when you see them and prompt the individual to use them when you see an opportunity:

• Emotional regulation

• Coping

• Communication

• Protesting

• Flexibility

• Social skills

• Engagement

• Independent play skills

• Context-specific direction

Practice Makes Perfect

It is better to spend time teaching new skills through shaping rather than responding when the individual is in Too Big mode and disengaging from undesirable behaviors. Try to capitalize on as many opportunities as possible to teach Just Right reactions.

Catch the behavior before it becomes Too Big: Levels 2 and 3

Think about the situations, emotions, activities, or other environmental events that might evoke a Too Big reaction.  Be ready to prompt a Just Right reaction and reinforce it before the behavior gets Too Big.  

Try 2 times (2 rule).  If you cannot catch the behavior before it becomes Too Big, utilize the reactive strategies outlined below. It is important to reinforce replacement (Just Right) behaviors and eliminate undesirable (Too Big) behaviors.

This training program is based on the RBT Task List (2nd ed.) and is designed to meet the 40-hour training requirement for RBT certification.  The program is offered independent of the BACB