Introduction to Applied Behavior Analysis (ABA) Online Tutorial
	Module 5: Teaching New Skills and Behaviors Principles of Effective Reinforcement Reinforcement must be contingent on the target behavior (the behavior we want to increase). We only provide reinforcer after the student shows us the correct or appropriate behaviors. Reinforcement should be provided immediately after the target behavior occurs, preferably within a few seconds. This allows the student to connect the reinforcer with the target behavior. So, if the student correctly labels an object, we give the child a reinforcer right away. Reinforcement should be the “right” size. We want to give a student enough of a reinforcer to make the behavior worthwhile, but not too much that the student gets tired of (satiated on) the reinforcer. For example, a tiny piece of cookie may be an appropriate reinforcer for making one correct response, but it may not be enough of a reinforcer for 30 minutes of work. On the other hand, we would not want to provide an entire cookie as a reinforcer for completing a few correct responses, as the student would then become satiated on (full or tired of) the reinforcer, and might be less motivated to continue working for the reinforcer. A parent or teacher must take into account each student’s individual needs and preferences when determining an appropriate size for a reinforcer. When praise is used as a reinforcer, it should specify the behavior that the student performed. For example, it may be better to say, “Thanks for hanging up your jacket!” or “Nice work finishing your spelling game!” rather than simply, “Good job!” This allows the student to know exactly what behavior you you are praising him for. Students with autism may or may not naturally pick up social cues to know what behaviors are expected. It helps if any expectations that you have are directly explained and taught to the student. Review: Reinforcement must be __________ on the target behavior (the behavior we want to increase). Reinforcement should be provided __________ after the target behavior occurs. When determining the appropriate size for a reinforcer, we should take into account a student’s individual __________ and __________. When praise is used as a reinforcer, it should specify the __________ that the student performed. Next --> Reinforcement vs. Punishment