What is Reinforcement?
Positive Reinforcement in ABA
Applied Behavior Analysis focuses on the use of reinforcement as an important strategy
in increasing desired behaviors of children and adolescents with autism. Reinforcement
refers to the idea that a behavior increases in frequency after the presentation or
removal of a stimulus that follows a behavior. Positive reinforcement in ABA involves
adding a stimulus that, when presented immediately following a behavior, increases the
likelihood the behavior will occur again in the future. Positive reinforcement in ABA is
used to strengthen desired behaviors and teach new behaviors that are valued by the
client and family. For example,
1. Sally completes her HW.
2. Sally is given a star on her chart
3. In the future, Sally continues to complete her HW.
In this example, reinforcement is provided after Sally completes her homework by
providing a star on her reward chart.
1. John cleans up after dinner.
2. John’s mom praises John for cleaning.
3. In the future, John cleans up after dinner.
In this example, John’s mom provides reinforcement in the form of verbal praise
following the behavior. Reinforcers utilized will be individualized to the child, however
some examples may include praise, tangible items such as access to specific toys or
edibles or activities such as time on the Ipad or jumping on the trampoline. When
providing praise, the language used should be behavior-specific and it should be varied.
Examples may include:
● I love how you followed my directions the first time!
● Great job completing your homework!
● You cleaned up all of the toys in your room. Way to go!
Negative Reinforcement in ABA
Negative reinforcement in ABA involves removing a stimulus to increase a behavior.
1. Tyrell hears a loud noise outside. He closes the window.
2. Tyrell no longer hears the loud noise outside.
3. In the future, Tyrell will close the window when he hears a noise outside.
In the above example, Tyrell is bothered by the loud noise outside. Closing the window
stops the aversive noise.
1. Aaradhya completes her HW four days in a row.
2. Her teacher gives her a homework pass.
3. In the future, Aaradhya will complete her HW.
In the above example, Aaradhya’s teacher removes a homework assignment, after
Aaradhya completed four days of homework.
Differential Reinforcement
Differential reinforcement is used frequently in ABA to increase a desired behavior and
teach new behaviors. Differential reinforcement involves providing reinforcement
contingent on a specific target behavior and withholding reinforcement for undesired or
unproductive behaviors. There are four types of differential reinforcement that may be
utilized in ABA.
1. Differential Reinforcement of Incompatible Behavior (DRI) DRI involves
reinforcing behavior that can’t occur at the same time as the unproductive
behavior. For example, a family wants a child to stay in his seat during homework
time. Each time the child leaves his seat, attention is removed and the child is
redirected. However, when the child remains seated, the parent rewards him with
a sticker.
2. Differential Reinforcement of Alternative Behavior (DRA) DRA involves
reinforcing a behavior that serves as an alternative to the unproductive behavior.
An example of this would be a child who demands access to his toys from his
parents. Each time the child makes a demand, his parents would not provide
attention to the child. Only when the child asks politely do the parents
acknowledge him and provide him with his request.
3. Differential Reinforcement of Other Behavior (DRO) DRO involves rewarding
the child when the unproductive behavior does not occur during a specific
amount of time. An example of this type of differential reinforcement would be a
child who repeatedly leaves his seat during dinnertime. The parent would set a
timer for a determined number of minutes. If the child does not leave his seat
during this time, he is rewarded with Ipad time following dinner.
4. Differential Reinforcement of Low Rates (DRL) DRL involves encouraging the
child to reduce the frequency of a behavior. The behavior itself is not
inappropriate, but the frequency in which the child engages in may be
inappropriate. An example of this type of differential reinforcement is a child who
repeatedly washes his hands before dinner. In this case, the parent wants the
child to wash his hands, but not more than once before dinner. Using DRL, the
parent would reward the child by allowing him to choose a special treat with
dinner if he does not wash his hands more than once.
Parent Tips for Using Reinforcement:
Tips for using reinforcement in your home:
1. Set clear expectations
a. Clearly outline for your child what behavior you want to see from them. A
visual can be helpful, especially if using a token system or star chart to
provide reinforcement. Use first, then language so that your child clearly
understands the behavior you are reinforcing and the consequence of
engaging in that behavior. For example, first complete your HW, then you
can earn iPad time.
2. Consistency is key
a. When initially targeting a behavior to be increased, reinforce that behavior
as often as you can. As your child learns the expectations and you see
that desirable behavior increasing in your home, you can start to slowly
fade the reinforcement.
3. Choose reinforcers that are motivating for your child
a. Work with your child to determine items that are reinforcing for your child.
Your child may choose to work for a toy or an activity (ie. Ipad time) or
may choose to earn stars on a chart to work towards a more preferred
item (ie. going out for ice cream). Reinforcers can be varied and should
follow your child’s interests.
4. Provide reinforcement immediately following the behavior you want to increase
a. When providing reinforcement, the reinforcer should be provided
immediately following the behavior that you have targeted to increase.
For example, if you are working with your child on staying seated during
dinner time for 10 minutes, they should receive praise and a star on their
chart as soon as that timer goes off. This might look like “I love how you
stayed in your seat during dinnertime. Great job! Let’s put your star on
your chart!”
5. When using praise as reinforcement, ensure language is behavior-specific and
varied
a. When providing praise to your child, it is important that you specify the
behavior that your child engaged in that you want to see continue. For
example, instead of only saying “great job” you can say “Great job
cleaning up your plate after dinner!” or “I love how you brushed your teeth
the first time I asked you to. Way to go!”
Using differential reinforcement, negative reinforcement and positive reinforcement in
ABA are all strategies that can increase desired behaviors in the home, school and
community setting and can be used to teach new behaviors that are valued by the child
and family.