Motivating Children to Learn

Using Reinforcers

Many people think of reinforcers as a treat for the end of session – but often, they can be the key to beginning useful communication skills and a part of a good teaching repertoire.

What are reinforcers?
The term ‘reinforcer’ is used to describe any activity that encourages a child to participate in learning, and that will encourage further attempts to occur.

The list of reinforcers is endless and relate directly to each individual child, but can include any toy or short activity which children may want and enjoy, such as: Bubbles, spinners, stickers, cars, balls, blowers, sound tubes, handheld video games etc.

In our Hometrain shop, we have bundles of teaching toys, specially selected and packed, which include a range of quality small games, toys, blowers and bubbles in opaque drawstring bags – perfect for teaching (suitable for 3 years and upwards). Use them to keep children’s motivation high. You can order one here.

The opaque drawstring bags are great for keeping the contents a surprise! See our Shop for list of toys and images of contents. Remember that reinforcers can also be unusual – such as a flashing torch, access to a fan, a radio or mobile phone. Different things motivate different children.

How do I use reinforcers?

To begin with, using reinforcers might seem an unnatural strategy. However, the use of a good reinforcement plan may be the most important thing you do to help your child learn new skills – including communication skills.

Using reinforcers immediately after attempts to communicate teaches the philosophy:

‘We get good things when we communicate’
which leads to –
‘Communication is enjoyable and useful’

Begin by testing the use of reinforcers you have chosen by offering one at a time to your child. If they immediatley take the offered activity or toy and play with it, then you can use it in a reinforcing plan.

A way to start using reinforcers in teaching is to start with short sessions – maybe 5–10mins at a time. Set up your room, and place materials out of reach. Select an uncomplicated activity that your child enjoys, and that is achievable for them.

Decide on your goal for reinforcers, to begin with, this could be:

1. Sitting at the table.
2. Accepting items.
3. Following receptive instructions.
4. Imitating vocalisations.
5. Making eye contact.

Model or present the chosen activity, give lots of praise for your child staying at the table and then offer reinforcers immediately when an attempt is made to comply with instruction. Such as: When shown an array of pictures and asked ′touch the animal that says Moo’ and the child touches the cow, offer reinforcers immediately. With practise, this will encourage further attempts to participate. Ask ‘What do you want?’, prompt with the reinforcers and encourage their selection by name where possible.

If your child is non–verbal, you can use pecs to begin a reinforcer plan. This means exchanging a picture of the item they want to play with. Read more about PECS. Use photographs or pictures, for example:

Testing your reinforcers

Reinforcers lose their value over time, so remember to consider their motivating value often. Take a look at our range of reinforcer bags for fun new ideas.
Some points to remember– Reinforcers should be:

1. Instructor controlled – Keep the reinforcers you use nearby, they should be given when positive behaviours, participation and attempts to communicate are made.
2. Watch undesirable behaviours – Reinforcers are not given if a child screams or grabs at them. If the reinforcers are too distracting for a child, put them out of sight, or change them until a later stage in the programme where they can be re–introduced.
3. Timing – the length of time you give for use of reinforcers is up to you. Any time between 1 and 3 mins is usually appropriate for short activities. You can use sand timers for this.

For more information, look at our Teaching pages.

Want to know more about reinforcers? Please contact us with your question.

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