How To Prepare To Reinforce Appropriate Behavior

Often when we’re working with children with autism there are two areas we focus on: communication and play. However, due to the nature of your day or a specific activity, you may unintentionally punish spontaneous communication or play. So before we learn how to prepare to reinforce appropriate behavior, let’s consider a couple of examples:

How To Prepare To Reinforce Appropriate Behavior

Julie is a teacher in a first grade classroom with six children with autism. One of her students is Marcos, who rarely uses spontaneous language. While Julie is running the morning meeting, Marcos suddenly interrupts and says “I like elephants.” Julie says, “It’s quiet time, right now, Marcos.”

David is a teacher in a fourth grade inclusion classroom. Jaylene is a student with autism who rarely initiates interactions. He is speaking with another teacher when Jaylene approaches with a puppet, hands it to David, and says “puppet.” David tells her, “In just a minute, Jaylene.”

 In both of these instances, the teacher has not done anything wrong. In fact, we have all done this from time to time in the midst of busy days in which we’re managing multiple tasks. But there’s an argument to be made here that both Marcos and Jaylene missed opportunities for reinforcement of the behaviors we most want them to exhibit.

One thing that can help is to prioritize your goals. If the primary goal for Marcos is to use spontaneous language, then when we start out we want to provide a continuous rate of reinforcement. This means that it will sometimes interrupt other tasks, but if it is the biggest priority, that’s okay! The long term gains of reinforcing Marcos’s spontaneous language likely outweigh the frustration of an interrupted lesson.

The second thing that can help is communicating the priorities to other adults and staff. If David lets other teachers and administrators know that Jaylene’s foremost goal is to initiate interactions related to play, then a brief interruption in a conversation should not be an issue. Again, the long term gains of reinforcing Jaylene’s initiation of play likely outweigh any issues around an interrupted conversation.

Finally, try to plan ahead. Think about instances in which the child is most likely to engage in the targeted behaviors and talk with staff about how to ensure reinforcement takes place. The last thing we want to do is to unintentionally punish the desired behaviors.

WRITTEN BY SAM BLANCO, MSED, BCBA

Sam is an ABA provider for students ages 3-15 in NYC. Working in education for twelve years with students with Autism Spectrum Disorders and other developmental delays, Sam utilizes strategies for achieving a multitude of academic, behavior, and social goals. Sam is currently a PhD candidate in Applied Behavior Analysis at Endicott College. She is also a lecturer in the ABA program at The Sage Colleges.