Implementation
It is now time to use positive reinforcement with the learner. Continuous reinforcement, the first step in the reinforcement process, has been planned; now a reinforcer or token can be offered to the learner at each occurrence of the behaviour to increase its frequency. Here is some advice for the person(s) responsible for implementing the intervention:
Implementing the Continuous Reinforcement Schedule
Here are the steps to follow when implementing continuous reinforcement:
Tracking Progress
Depending on the targeted skill, the number of daily opportunities for implementing the reinforcement schedule may be limited. Also, sometimes several individuals are jointly responsible for managing the learner’s reinforcement schedule. It will therefore be very useful to track the learner’s progress and to ensure that the intervention is implemented with fidelity, using the Data Collection Sheet and the Intervention Planning Tool.
The Data Collection Sheet makes it possible to:
Data Collection Sheet (Positive Reinforcement) – Fynn's Example
The Intervention Planning Tool can be used to:
If the reinforcement schedule is effective, the frequency of the learner’s behaviour should increase. Once the learner has achieved the goal that was set, the continuous reinforcement schedule will be replaced by an intermittent reinforcement schedule.
If the frequency or duration of the learner’s behaviour does not increase, consider these questions:
Planning and Implementing the Intermittent Reinforcement Schedule
Now that the learner has achieved the SMART goal that was targeted, it is time to plan the next step: the intermittent reinforcement schedule. The intermittent schedule makes it possible to maintain the frequency of the target behaviour. If the reinforcement suddenly stops, the frequency of the behaviour may decrease just as rapidly. The reinforcement must therefore be faded gradually to maintain the frequency of the behaviour.
Here are the steps for planning and implementing intermittent reinforcement:
Generalizing the Skill
According to Cooper, Heron, and Heward (2007), a behaviour is generalized when it occurs in other contexts, with other people, and over time, without specific teaching related to these variables. It would be impossible to teach all individuals all behaviours in all circumstances. Generalization is therefore an essential concept that teams must take into account when planning interventions with learners who present challenges. Teams must be sure to consider generalization from the start of the planning process to ensure that it is integrated into the entire process. For some learners, generalizing skills will be easier than for others.
Here are a few strategies that foster the generalization of skills during the implementation of positive reinforcement:
- Become familiar with the steps in the continuous reinforcement schedule. It is important to offer the token or reinforcer, which must be of the right quality and quantity, at the right time. It is also important to comply with the exchange rate for the token economy system. All those responsible for implementing the reinforcement schedule must apply the same criteria to ensure consistency.
- Guarantee a reinforcement that is contingent, immediate, and varied. Click on each of the characteristics to learn more.
Contingent
The reinforcement must be contingent.
The reinforcer is offered only if the learner adopts the target behaviour. If the item, activity, or event is available or offered to the learner at other times, this might decrease the learner’s motivation to obtain the reinforcer when the targeted skill is being taught. It is therefore very important to reserve reinforcers for teaching sessions and to offer them only when the learner demonstrates the targeted skill.
The reinforcer is offered only if the learner adopts the target behaviour. If the item, activity, or event is available or offered to the learner at other times, this might decrease the learner’s motivation to obtain the reinforcer when the targeted skill is being taught. It is therefore very important to reserve reinforcers for teaching sessions and to offer them only when the learner demonstrates the targeted skill.
Immediate
The reinforcement must be immediate.
The reinforcer or token must be offered as soon as the learner demonstrates the target behaviour. Otherwise, there is a risk of reinforcing another behaviour that the learner might demonstrate in the meantime.
The reinforcer or token must be offered as soon as the learner demonstrates the target behaviour. Otherwise, there is a risk of reinforcing another behaviour that the learner might demonstrate in the meantime.
Varied
The reinforcement must be varied.
To be effective, reinforcers must be varied. This means avoiding satiation through the use of a wide variety of items that are pleasing to the learner. Also, it is important to be creative in the use of items that the learner is already very familiar with. For instance, the adult could use a Slinky © toy as an elephant’s trunk or a garden hose.
To be effective, reinforcers must be varied. This means avoiding satiation through the use of a wide variety of items that are pleasing to the learner. Also, it is important to be creative in the use of items that the learner is already very familiar with. For instance, the adult could use a Slinky © toy as an elephant’s trunk or a garden hose.
Implementing the Continuous Reinforcement Schedule
Here are the steps to follow when implementing continuous reinforcement:
1. Observe the learner or evaluate the product that the learner has completed.
To determine whether the learner truly demonstrates the target behaviour, the person responsible may sometimes need to observe the learner’s behaviour closely. For example, if the schedule provides that a reinforcer is to be offered each time the learner waits their turn to speak during a group activity, the adult will need to be present and nearby throughout the activity in order to offer the reinforcer when the learner demonstrates the target behaviour.
For other behaviours or skills, the adult may evaluate the quality of a product or task completed by the learner before offering reinforcement. For example, if the schedule provides that a reinforcer is to be offered when the learner puts away materials in their desk, the adult can check that the task has actually been completed and then give the reinforcer or token to the learner.
For other behaviours or skills, the adult may evaluate the quality of a product or task completed by the learner before offering reinforcement. For example, if the schedule provides that a reinforcer is to be offered when the learner puts away materials in their desk, the adult can check that the task has actually been completed and then give the reinforcer or token to the learner.
2. Offer the reinforcer or token to the learner immediately after each occurrence of the behaviour.
Immediacy is an important component of effective reinforcement. The reinforcement schedule will not have the desired effect if the reinforcer is not offered immediately after the target behaviour is demonstrated.
3. Record the data.
To determine whether the frequency of the behaviour is increasing or staying the same, it is important to collect data during the implementation of positive reinforcement.
Here is an example of a data collection sheet. You may use another model if you like. You can also record your data directly in the Tracking Progress section of the Intervention Planning Tool, as was done by Fynn’s team.
Data Collection Sheet (Positive Reinforcement)
Here is an example of a data collection sheet. You may use another model if you like. You can also record your data directly in the Tracking Progress section of the Intervention Planning Tool, as was done by Fynn’s team.
Data Collection Sheet (Positive Reinforcement)
4. Manage the exchange of tokens against the reinforcer.
The designated person must arrange the exchange at the appropriate time.
5. Make any necessary changes to the continuous reinforcement schedule.
Even if the components of the continuous reinforcement schedule were well planned, it will sometimes be necessary to make some changes during implementation. For instance, changes could be made to the quantity of reinforcement offered or to the exchange rate of the token economy system. Decisions are always made on the basis of the data collected.
Tracking Progress
Depending on the targeted skill, the number of daily opportunities for implementing the reinforcement schedule may be limited. Also, sometimes several individuals are jointly responsible for managing the learner’s reinforcement schedule. It will therefore be very useful to track the learner’s progress and to ensure that the intervention is implemented with fidelity, using the Data Collection Sheet and the Intervention Planning Tool.
The Data Collection Sheet makes it possible to:
- See and analyze the daily data;
- Note trends (e.g., whether the learner performs well in the morning but seems to have more difficulty in the afternoon);
- Identify environmental variables that could motivate the learner or hinder the learner’s performance.
Data Collection Sheet (Positive Reinforcement) – Fynn's Example
The Intervention Planning Tool can be used to:
- Note the frequency of the learner’s behaviour over time;
- Note whether any changes are made to the reinforcement schedule;
- Note trends (e.g., is frequency increasing rapidly, gradually, etc.?)
Click here to review the Tracking Progress section of Fynn’s Intervention Planning Tool
Tracking Progress
| Date | Frequency of Target Behaviour | Changes Made to Reinforcement Schedule | Initials and Comments |
|---|---|---|---|
| Week of February 8th | Make bed: 4 times Wash dishes: - Dry dishes: - Put dishes away: 4 times Vacuum: 1 time |
☐ No ☑︎ Yes: Offer two tokens if Fynn chooses to wash or dry the dishes. |
Fynn always chooses to put the dishes away. We will try to motivate him to wash or to dry the dishes. Mr. and Mrs. Faulkner did not offer Fynn the token when he tried to negotiate with them. Good for them! DB |
| Week of February 22nd | Make bed: 4 times Wash dishes: - Dry dishes: 2 times Put dishes away: 3 times Vacuum: 1 time |
☑︎ No ☐ Yes |
The parents say they are pleased with Fynn’s progress. They did not expect him to progress so quickly. DB |
| Week of March 11th | Make bed: 5 times Wash dishes: - Dry dishes: 2 times Put dishes away: 2 times Vacuum: 1 time |
☑︎ No ☐ Yes |
DB |
| Week of March 25th | Make bed: 5 times Wash dishes: 1 time Dry dishes: 2 times Put dishes away: 2 times Vacuum: 1 time |
☐ No ☑︎ Yes: Transition to the intermittent reinforcement program. |
Goal achieved. Moving on to the intermittent reinforcement program. DB |
If the reinforcement schedule is effective, the frequency of the learner’s behaviour should increase. Once the learner has achieved the goal that was set, the continuous reinforcement schedule will be replaced by an intermittent reinforcement schedule.
If the frequency or duration of the learner’s behaviour does not increase, consider these questions:
- Are all the steps of the intervention being implemented as planned?
- Was the data collection done accurately?
- Was the prompting and reinforcement implemented as intended?
- Does the list of potential reinforcers need to be updated?
- Do the quantity and quality of the reinforcer offered match the effort required to complete the task or demonstrate the desired behaviour?
- Does the learner have access to reinforcers at other times? Does it affect their motivation to obtain the reinforcer?
Planning and Implementing the Intermittent Reinforcement Schedule
Now that the learner has achieved the SMART goal that was targeted, it is time to plan the next step: the intermittent reinforcement schedule. The intermittent schedule makes it possible to maintain the frequency of the target behaviour. If the reinforcement suddenly stops, the frequency of the behaviour may decrease just as rapidly. The reinforcement must therefore be faded gradually to maintain the frequency of the behaviour.
Here are the steps for planning and implementing intermittent reinforcement:
1. Determine the components of the intermittent reinforcement schedule.
Some components of the intermittent reinforcement schedule are similar to those of the continuous reinforcement schedule, while others are modified in order to gradually fade the reinforcement. The quantity provided and the access time decrease while the ratio increases. For example, instead of sticking to the 1:1 ratio, a 2:1 ratio can be used, with reinforcement offered after two occurrences of the target behaviour. When a token economy system is in place, the exchange rate can be modified to increase the cost of items.
2. Offer the reinforcer or token to the learner in accordance with the new reinforcement criteria.
The person responsible must continue to observe the learner or to evaluate the learner’s work. In this step, those responsible are sometimes less vigilant, because the learner has achieved the goal that was set. However, it is essential to continue to offer reinforcement to avoid a decrease in the frequency of the behaviour.
3. Record the data.
It is important to continue to record the data on the Data Collection Sheet or directly in the Tracking Progress section of the planning tool.
4. Manage the exchange of tokens against the reinforcer.
The designated person must arrange the exchange at the appropriate time.
5. Make the changes to the intermittent reinforcement schedule at the appropriate times.
The intermittent reinforcement schedule needs to be adjusted to maintain its effectiveness. This means guiding the learner towards accepting a reinforcement that naturally occurs at the same frequency and intensity as that of their peers. For example, if a teacher praises her students on average every five minutes while they are working on a project, it would be desirable for the learner to be able to demonstrate the target behaviours and obtain the reinforcement already offered in the learning environment. The teacher could therefore start by offering the learner a reinforcement every minute, then every two minutes, and so on, until the learner obtains the reinforcement every five minutes. Decisions must be made on the basis of the data collected.
Fynn’s team made some changes to the token economy system in order to fade the reinforcement and ensure skill maintenance.
Fynn’s team made some changes to the token economy system in order to fade the reinforcement and ensure skill maintenance.
Generalizing the Skill
According to Cooper, Heron, and Heward (2007), a behaviour is generalized when it occurs in other contexts, with other people, and over time, without specific teaching related to these variables. It would be impossible to teach all individuals all behaviours in all circumstances. Generalization is therefore an essential concept that teams must take into account when planning interventions with learners who present challenges. Teams must be sure to consider generalization from the start of the planning process to ensure that it is integrated into the entire process. For some learners, generalizing skills will be easier than for others.
Here are a few strategies that foster the generalization of skills during the implementation of positive reinforcement:
- Reinforce a variety of correct responses with the learner in accordance with the established criteria (e.g., putting the paper in the black garbage can and putting the paper in the recycling bin);
- Use the reinforcement schedule in several usual contexts to facilitate the transfer (e.g., integrate the reinforcement schedule at different times of the day, including at home);
- Call on other adults to provide the reinforcement so the learner gets used to demonstrating the skill with other people;
- Even after the goal has been achieved, keep checking to ensure that the learner continues to demonstrate the skill;
- Talk to the learner’s parents/guardians to ensure they are promoting the generalization of the skill at home.
