Introduction to Applied Behavior Analysis (ABA) Online Tutorial
	Module 7: DTT and Naturalistic Teaching Pivotal Areas Pivotal Area: Motivation Motivation to learn in a typical manner is sometimes not seen in children with autism. Strategies for increasing a child’s motivation for learning include: Allowing the child to make choices. In many teaching programs for children with autism, it is the adults who make most of the choices about what the child will do. However, research indicates that giving a child choices may increase the child's participation in activities. Giving choices may also reduce problem behavior. Possible choices include: which toys to play with, what order to do activities in, or which materials to use (markers or crayons, blue paper or green paper, etc.). We use this strategy with young "typically-developing" children all the time, such as, "Okay, it's time to get dressed. Do you want to put on your shirt or pants first?" Either choice is fine for the adult, because either way leads to the child getting dressed. Finding ways to give choices to children with autism can be helpful to make them more motivated to do what you've asked. Using natural reinforcers. Using a child’s favorite activities, toys, or interests may make your teaching inherently reinforcing. Task interspersing. Intersperse easy or mastered skills with skills the child is currently learning. This gives the child a feeling of success and reduces frustration if the only things being taught in a teaching session are new or difficult. Reward attempts. If a child is rewarded or recognized for genuine attempts, engaging in new skills may be more motivating and less frustrating. For example, a child learning to verbally request items may initially be provided a cracker when he or she says, “cra.” Over time, a closer approximation of the word can be required before the child is given a cracker. Next --> Pivotal Area: Responsivity to Multiple Cues