Basic introduction to using reinforcement systems for children with autism spectrum disorder and other intellectual disabilities.

1. Reinforcement
Systems
Special Education District of Lake County
Jennifer Penzenik

2. re·in·force·ment
ˌrēinˈfôrsmənt/
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noun
the process of encouraging or establishing
a belief or pattern of behavior, especially by
encouragement or reward.

3. Reinforcement
Reinforcement is naturally occurring
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“When naturally occurring reinforcers are not sufficiently
powerful, the wise teacher looks for more powerful ones”

4. Types of Reinforcers
Class Category Examples
Primary Reinforcers • Edible Food, Liquid
• Sensory
Visual, Auditory, Tactile,
Olfactory, or Kinesthetic
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Secondary Reinforcers
• Tangible
• Privilege
Stickers, Toys, etc.,
Line Leader, Art Activity
• Generalized
• Social
Tokens, Points
High Fives, Proximity,
Hugs, Tickles

5. Planning the Reinforcement System
Step 1: “Consider the age, interests, and appetites, of the person whose
behaviors you wish to strengthen.”
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Step 2: “Consider the behavior you wish to strengthen through
reinforcement.”
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Step 3: “List potential reinforcers considering what you know of the person,
his or her age, interests, likes and dislikes, and the specific behavior you
have defined.” (Reinforcement Sampling)
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Step 4: Reinforcement Menu
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Step 5: “Make a record of the behavior.”

6. Types of Reinforcer Visuals
Punch Cards
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Token Economy
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Puzzles
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7. Punch Cards

8. Token Economy

9. Puzzles

10. Reinforcement Rules
• Put the majority of your energy into the Reinforcer Sampler
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• Do not take away a token, puzzle piece, or punch
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• Only use identified reinforces for behavior management
(hide when not being used for reinforcement)
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• Use the reinforcer system for the identified target behavior
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• Be timely in praising and reinforcing
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• Remain consistent with all members of the team

12. References
Alberto, P. & Troutman, A. (1999) Applied Behavior Analysis for
Teachers. Upper Saddle River, New Jersey: Prentice-Hall, Inc.