![]() We may also use other supports to help set expectations for the student. Over time, as the student has more practice with new skills and behaviors, reinforcement will be needed less often. Reinforcement also helps students maintain (or continue to use) skills and encourages them to behave in an appropriate manner. For example, he or she might learn how to ask for a specific item in a school setting and then use that skill at home or in the community. After a student has learned a new skill, we also might provide a reinforcer when he or she demonstrates generalization of that skill, which means the ability to perform the skill in a setting other than the learning environment. We use reinforcement to help strengthen new skills we are teaching. But for students with developmental disabilities, we may not be able to rely on these and may need to look to other forms of more tangible reinforcement such as a fun activity or a special treat. They usually respond to reinforcers, or consequences, such as praise or extra attention for a job well done. Often, the learning environment provides the reinforcers for typically developing students. Within the context of ABA, a reinforcer is a consequence that follows a behavior and strengthens that behavior or increases the likelihood that it will occur again in the future. Those of us who use applied behavior analysis (ABA) in our work with students who have autism and other special needs have a more complex and comprehensive definition of the term. While this is true, reinforcement is more than just rewarding good behavior. ![]() Reinforcement is defined in the Merriam-Webster Dictionary as “the action of strengthening or encouraging something.” Many people think reinforcement means providing rewards – especially for good behavior. PBS Consultation for DDS-Funded Organizations.Positive Behavioral Interventions and Supports (PBIS).
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