Planning
If the goal is for the learner to benefit from naturally occurring reinforcement, it must first be deliberately planned into the intervention.
This section follows the journey of Fynn, a 15-year-old learner. His team recently conducted a CALI – Functional Skills for Independence, which helped them determine the functional skills to be prioritized.
Fynn’s parents would like their son to perform certain domestic tasks in order to be more independent. Also, Fynn himself has expressed the wish to live in his own apartment in a few years. Fynn and his team therefore chose three tasks to work on: doing the dishes (washing, drying, and putting away), vacuuming, and making his bed. The family performs these tasks together on a regular basis, so his parents confirm that Fynn is able to carry them out. However, his parents have to ask him several times, and Fynn often tries to avoid doing the tasks by complaining and negotiating with his parents. Because these tasks are carried out at home, Fynn’s parents are responsible for implementing the intervention, but the school team will take part in the planning process. The team decides to use positive reinforcement to increase the frequency with which Fynn demonstrates the targeted behaviours.
The planning tool below helps to record information required for the smooth operation of the intervention and the learner’s progress. Open the document that contains Fynn’s example and follow the steps performed by his team during the planning process.
Intervention Planning Tool (Positive Reinforcement)Intervention Planning Tool (Positive Reinforcement) – Fynn's Example
Planning Process
Because reinforcement must always be an integral part of all intervention, information about this has been included in the other sections. Here are the general steps in planning reinforcement when the goal is to maintain or increase the frequency of a behaviour previously mastered by the learner.
Click on each step for a detailed description.
This involves choosing a neutral item with no reinforcing effect on the learner. It is important to take into consideration the environment in which the token system will be used: Do the tokens need to be taken from place to place, maybe outdoors? Might certain types of tokens distract or upset the learner or the learner’s peers? It may also be helpful to ask the learner to choose the type of tokens to increase their motivation and engagement.
Fynn’s team consulted him, and he suggested using tokens that resembled those used in his favourite video game. His parents found what they were looking for at a game store.
Where appropriate, it is useful to explain to the learner the purpose and different components of the reinforcement program. Modelling the targeted behaviour may be necessary to provide the learner with a detailed understanding of how to obtain the reinforcer or tokens.
Fynn’s team met in order to present the reinforcement program to Fynn. He was highly motivated by the idea of getting the items on the list and was willing to give the program a try. Ms. Badel used video modelling to present Fynn with an example of a person making a bed and another person vacuuming.
This section follows the journey of Fynn, a 15-year-old learner. His team recently conducted a CALI – Functional Skills for Independence, which helped them determine the functional skills to be prioritized.
Fynn’s parents would like their son to perform certain domestic tasks in order to be more independent. Also, Fynn himself has expressed the wish to live in his own apartment in a few years. Fynn and his team therefore chose three tasks to work on: doing the dishes (washing, drying, and putting away), vacuuming, and making his bed. The family performs these tasks together on a regular basis, so his parents confirm that Fynn is able to carry them out. However, his parents have to ask him several times, and Fynn often tries to avoid doing the tasks by complaining and negotiating with his parents. Because these tasks are carried out at home, Fynn’s parents are responsible for implementing the intervention, but the school team will take part in the planning process. The team decides to use positive reinforcement to increase the frequency with which Fynn demonstrates the targeted behaviours.
The planning tool below helps to record information required for the smooth operation of the intervention and the learner’s progress. Open the document that contains Fynn’s example and follow the steps performed by his team during the planning process.
Intervention Planning Tool (Positive Reinforcement)Intervention Planning Tool (Positive Reinforcement) – Fynn's Example
Planning Process
Because reinforcement must always be an integral part of all intervention, information about this has been included in the other sections. Here are the general steps in planning reinforcement when the goal is to maintain or increase the frequency of a behaviour previously mastered by the learner.
Click on each step for a detailed description.
1. Designate the adult responsible for planning and supervision and the adult responsible for implementing the strategy.
The person responsible for intervention planning is often also responsible for implementation and data collection. However, an educational assistant, another teacher, or another member of the team can play a significant role during implementation and data collection if that person is very familiar with the goals and is well supported. The Coaching and Supporting Staff section contains more information about this.
2. Define the targeted skill in observable and measurable terms.
It is important to define the skill so that all those involved can read the description and learn exactly what does and does not constitute a correct response. An effective definition therefore includes information that precisely describes the skill.
| Examples Measurable and observable | Counterexamples Difficult to observe and measure |
|---|---|
| Offer a toy he is playing with to a peer or agree to give a toy he is playing with to a peer when the peer asks him | Share his toys |
| Wave or say “hi” after making visual contact with a person | Greet people |
| Throw a softball with two hands in a specific direction | Throw a ball |
3. Collect data on the learner’s current level.
Writing a SMART goal starts with determining the learner’s current level. The CALI – Functional Skills for Independence often helps to collect relevant information (e.g., the learner stops and looks both ways when crossing the street only when reminded by an adult).
The objective for this data collection is to obtain enough information about the learner’s current level to write a SMART goal: Specific, Measurable, Achievable, Realistic, and Time-bound.
Here is a sample data collection sheet.
Data Collection Sheet (Positive Reinforcement) – Learner’s Current Level
Because the skills targeted by Fynn’s team are worked on at home, Fynn’s parents are primarily responsible for implementing the intervention. Ms. Badel, Fynn’s resource teacher, offers to meet with Mr. and Ms. Faulkner and uses Behavioural Skills Training to show them how to collect data about Fynn’s current level. Here is how Fynn’s parents recorded the data on his current level:
Data Collection Sheet (Positive Reinforcement) – Fynn’s Current Level
Once the information has been collected, it is useful to write a short summary in the Learner’s Current Level section of the planning tool. Here is the summary that the team wrote for Fynn:
Fynn completed three of the five tasks that were asked of him. He put away the dishes twice and made his bed once, but the task was performed so quickly that the result was not satisfactory. He refused to carry out one of the tasks that was asked of him (making his bed) and pretended to carry out another task (vacuuming).
The objective for this data collection is to obtain enough information about the learner’s current level to write a SMART goal: Specific, Measurable, Achievable, Realistic, and Time-bound.
Here is a sample data collection sheet.
Data Collection Sheet (Positive Reinforcement) – Learner’s Current Level
Because the skills targeted by Fynn’s team are worked on at home, Fynn’s parents are primarily responsible for implementing the intervention. Ms. Badel, Fynn’s resource teacher, offers to meet with Mr. and Ms. Faulkner and uses Behavioural Skills Training to show them how to collect data about Fynn’s current level. Here is how Fynn’s parents recorded the data on his current level:
Data Collection Sheet (Positive Reinforcement) – Fynn’s Current Level
Once the information has been collected, it is useful to write a short summary in the Learner’s Current Level section of the planning tool. Here is the summary that the team wrote for Fynn:
Fynn completed three of the five tasks that were asked of him. He put away the dishes twice and made his bed once, but the task was performed so quickly that the result was not satisfactory. He refused to carry out one of the tasks that was asked of him (making his bed) and pretended to carry out another task (vacuuming).
4. Write a SMART goal.
Now that data on the learner's current level has been collected, a SMART goal must be written for the learner. This goal will be included in the learner’s intervention plan and in any other relevant document.
Here is the SMART goal that the team wrote for Fynn:
By March 30, XXXX, Fynn will be able to perform the following tasks each week, without being reminded by his parents:
Here is the SMART goal that the team wrote for Fynn:
By March 30, XXXX, Fynn will be able to perform the following tasks each week, without being reminded by his parents:
- Wash, dry, or put away the dishes at least four times a week;
- Make his bed at least five times a week. The sheets, blankets, and pillows must be put back as shown in the picture that serves as an example for Fynn;
- Vacuum the floor of his room, except under the bed and in the closet, once a week.
5. Decide whether a token economy system is appropriate.
For some learners and under certain conditions, a token economy system is preferable. If this is not the case, simply disregard the steps involved in using such a system.
6. Choose the type of tokens used.
This involves choosing a neutral item with no reinforcing effect on the learner. It is important to take into consideration the environment in which the token system will be used: Do the tokens need to be taken from place to place, maybe outdoors? Might certain types of tokens distract or upset the learner or the learner’s peers? It may also be helpful to ask the learner to choose the type of tokens to increase their motivation and engagement.
Fynn’s team consulted him, and he suggested using tokens that resembled those used in his favourite video game. His parents found what they were looking for at a game store.
7. Identify reinforcers.
The next step is to identify the reinforcers to be offered in exchange for tokens. A preference assessment helps teams prepare a variety of reinforcers for the learner. The Reinforcement seciton provides more information about this.
Here is how Fynn’s team identified reinforcers:
At a team meeting, Ms. Badel asked Fynn to name various things that he liked and that he would be motivated to get. With his parents’ help, Fynn was able to name several things. Ms. Badel made sure to note down specifics: which items are easily accessible to Fynn, which are more occasional (e.g., Fynn’s family does not eat out often, so this is a powerful reinforcer for Fynn). After the meeting, Ms. Badel asked Fynn’s parents to approve the items chosen by their son, because they would be responsible for obtaining them. The parents removed a few items from the list but were comfortable with the rest.
Here is how Fynn’s team identified reinforcers:
At a team meeting, Ms. Badel asked Fynn to name various things that he liked and that he would be motivated to get. With his parents’ help, Fynn was able to name several things. Ms. Badel made sure to note down specifics: which items are easily accessible to Fynn, which are more occasional (e.g., Fynn’s family does not eat out often, so this is a powerful reinforcer for Fynn). After the meeting, Ms. Badel asked Fynn’s parents to approve the items chosen by their son, because they would be responsible for obtaining them. The parents removed a few items from the list but were comfortable with the rest.
8. Determine the components of the learner’s continuous reinforcement program.
This involves deciding on all the components of the reinforcement program so the person responsible for implementing it can offer the reinforcer with fidelity. If the program provides for the use of a token economy system, some additional components will apply.
- Who is responsible for offering the reinforcer or token to the individual?
- What quantity is offered?
- Who looks after the exchange of tokens for the reinforcer?
- When can tokens be exchanged for the reinforcer?
- For how long can an individual have access to the reinforcer?
9. Determine the exchange ratio for the token economy system.
This involves deciding on the number of tokens required to obtain reinforcers. At the beginning, the ratio must be low, so the learner is quickly able to exchange tokens for a reinforcer. It is therefore normal to begin with an exchange ratio of 1:1 where each token can be exchanged for one reinforcer. Over time, the exchange ratio increases in order to maintain learner motivation and increase or maintain the frequency of the targeted behaviour. (For a continuous reinforcement program, the learner continues to receive one token for each occurrence of the behaviour.)
For some learners, the amount of time between obtaining a token and exchanging it for a reinforcer should remain very short. The waiting period can be extended as the learner becomes accustomed to the system.
It is possible to offer the learner a “menu” at the outset. The learner can therefore opt to save up the token they earned in order to have access to a reinforcer of higher value. The reinforcers themselves should be out of sight and out of reach, but the learner may consult the menu. Finally, it is important to choose an appropriate time to exchange tokens without disturbing the learning environment.
Here is the menu that Fynn’s team prepared for him:
Continuous Reinforcement
For some learners, the amount of time between obtaining a token and exchanging it for a reinforcer should remain very short. The waiting period can be extended as the learner becomes accustomed to the system.
It is possible to offer the learner a “menu” at the outset. The learner can therefore opt to save up the token they earned in order to have access to a reinforcer of higher value. The reinforcers themselves should be out of sight and out of reach, but the learner may consult the menu. Finally, it is important to choose an appropriate time to exchange tokens without disturbing the learning environment.
Here is the menu that Fynn’s team prepared for him:
Continuous Reinforcement
| Activity/Privilegee | Cost | Details |
|---|---|---|
| 15 minutes of additional tablet time | 5 tokens | The additional time may be used between 7 and 9 p.m. on weekdays and any time on weekends. |
| 30 minutes of additional tablet time | 8 tokens | The additional time may be used between 7 and 9 p.m. on weekdays and any time on weekends. |
| A package of Star Wars cards | 10 tokens | |
| PC Gamer magazine | 14 tokens | |
| Figurines | 20 tokens | |
| $10 iTunes card | 25 tokens | |
| $10 cash | 25 tokens | |
| Meal at a restaurant of your choice | 30 tokens | The outing will take place on Friday at dinner time. |
10. Test the token economy system before implementing it with the learner.
Before a token economy system is implemented, it is very important that it be tested. This involves recording, over a period of three to five days, how many tokens the learner would earn if the system were in place. The obtained data helps to determine whether the learner would receive an adequate number of tokens to exchange for reinforcers and whether the ratio is realistic and could be maintained over the long term. It is sometimes useful to adjust the definition of the targeted behaviour based on these observations.
11. Obtain the necessary consents and authorizations.
Of course, parents/guardians, teachers, and other care providers who participated in the CALI – Functional Skills for Independence were involved in selecting the targeted skill or skills. However, depending on the regulations specific to each workplace, certain situations require a formal consent signed by the parents. For example, if the team decides to work on a skill involving the use of household appliances, such as an oven or a washing machine, it is recommended that consent be obtained from the parents. It is also recommended that the principal be notified if any unusual activities are planned (e.g., the team wants to work on the skill Getting on and off the bus properly and needs to work with the bus driver to practice this skill).
12. Assemble the necessary materials.
It is important to obtain ahead of time all the necessary materials adapted to the context and the age of the learner, as well as the reinforcers identified during the planning process.
13. Discuss the reinforcement program with the learner.
Where appropriate, it is useful to explain to the learner the purpose and different components of the reinforcement program. Modelling the targeted behaviour may be necessary to provide the learner with a detailed understanding of how to obtain the reinforcer or tokens.Fynn’s team met in order to present the reinforcement program to Fynn. He was highly motivated by the idea of getting the items on the list and was willing to give the program a try. Ms. Badel used video modelling to present Fynn with an example of a person making a bed and another person vacuuming.
14. Plan ongoing support.
Ongoing support is essential to the success of the intervention. It involves planned observation sessions when the designated person checks the fidelity of the implementation of the intervention and data collection in relation to the learner’s performance. The Coaching and Supporting Staff section provides more information about ongoing support.
The Observation Tool for Ongoing Coaching facilitates the support of members of school staff. Special instructions related to this document can be found in the Coaching and Supporting Staff section.
Because the reinforcement system will be managed by Fynn’s parents, Ms. Badel did not complete this document. She gave them a copy of the menu and the reinforcement criteria and discussed with them ways to offer them support. Together, they decided that Fynn’s parents would implement the reinforcement program for one week before following up with Ms. Badel by phone. She would then be able to inquire about progress and suggest certain adjustments if needed. They decided that follow-up every two weeks would be sufficient thereafter.
The Observation Tool for Ongoing Coaching facilitates the support of members of school staff. Special instructions related to this document can be found in the Coaching and Supporting Staff section.
Because the reinforcement system will be managed by Fynn’s parents, Ms. Badel did not complete this document. She gave them a copy of the menu and the reinforcement criteria and discussed with them ways to offer them support. Together, they decided that Fynn’s parents would implement the reinforcement program for one week before following up with Ms. Badel by phone. She would then be able to inquire about progress and suggest certain adjustments if needed. They decided that follow-up every two weeks would be sufficient thereafter.
