1. The possibility that any high-preference activity may serve as
a positive reinforcer for any low-preference activity.
The Premack Principle is a form of
response-deprivation in which the
preferred activity is contingent
upon completion of the less pre-
ferred activity, increasing the pre-
ferred activities’ effectiveness as a
reinforcer.
Konarski et al. (1985)
“arranging for response depri-
vation may enable reinforcers
to be established that meet “a
person’s changing behavioral
needs”.
Geiger (1996), “found making
access to the playground
available upon completion of
work to be an effective and
uncostly reinforcer; increasing
the student’s learning, time on
task, and group and self regu-
lation while reducing time
wasted on disciplining the stu-
dents”.
If _____, then _____
First _____, then _____
When _____, then _____
“If you finish the dishes now, then you will have time play the Wii”.
“When you finish your worksheet, you can take a break in the hall”.
Consider frequently using “if, then” statements to remind student’s of
the positive consequences of completing a task.
Utilize the Premack Principle when students are reluctant to
complete a task, when explaining the schedule, when reminding
students of opportunities for engagement in preferred activities,
when processing a student’s choice in completing a task.
Anywhere! The Premack Principle can be used anywhere a
student goes: classrooms, residential areas, walking in the hall,
advising meetings, activities, as they get into a vehicle, etc.
Anyone! The Premack Principle can be used by any staff
working with any student.
Everyone benefits from reminders of preferred activities to
motivate them to complete less-preferred activities.
Simply state, “first complete (the current task/activity/
expectation), then there will be time for (preferred activity/task)”.
Be careful not to use the Premack Principle as a bribe, to
elicit a desired behavior. Instead, use the Premack Principle to
inform and remind student’s of the potential for reinforcement.
