ABA Just the Facts on Reinforcement

 

Today, we will finish our discussion of the basic components of Applied Behavior Analysis (ABA).

Last week, I mentioned that many children who benefit from this type of behavior intervention, need external reinforcements to encourage them to follow through. Here are some basic principles.

1. Identify a behavior target. Keep the targets to 2 or three at a time. It will be hard to make progress if more targets are set.
2. Set parameters for these targets. Examples would be: every time the target is met he can put a token on the chart and when 5 tokens are on the chart, the reinforcement (reward is given). Another approach is if he meets the target 70% of the opportnities (once per half hour) from 9 until 12 then he earns 10 minutes of screen time after lunch. If a child gives up with delayed gratification then an immediate reward such as a M &M during potty training could be given. If immediate gratification is needed I often break a cookie into 4 pieces and it lasts for 4 times of reinforcement. A child may grow in delayed gratification by getting a token or a sticker to put on a chart and when the chart is filled then the reward can be gained. The sticker is the immediate reinforcer before attaining the item that is being worked for.
3. Set aside reinforcers that are used exclusively for these behavior targets. If a child can get the desired item any other way, he may not work for it by meeting the targets. It needs to be a highly desired item. My son needed to fulfill these targets in order to get computer time. This is different than taking something away if he doesn't do what you asked. That is a cost response or punishment and assumes that a child automatically gets it unless he is punished. In this way, he must earn that special "thing" by meeting the behavior targets and the only way to get this prized "thing" is earning it by meeting these targets.
4. Prompt for success. Without success there is nothing to reward and little progress will be made. Use the least amount of prompts as necessary but when necessary use them. If a child is not meeting the target, simplify the demand by breaking it down in smaller increments. Work on one increment of the total skill at a time. Combine these elements together as each is realized. If the child is meeting the target easily then it's time to increase the difficulty. This can be done by adding mastered components parts together OR requiring a a higher percentage of compliance or more times completed before the reinforcement is given. Only increase the difficulty by one of the above at a time.

Next week I will show an example of how to put all the elements of ABA together to come up with a behavior plan for your child.

 

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