Help students with special needs transition from recess using promise reinforcers, structured choices, and shaping to reward desired behavior.
What are Promise Reinforcers and Shaping?
Reinforcers
Reinforcers are items or activities that are preferred or rewarding to an individual and whose presentation following a desired behavior increases that behavior in the future. Edible reinforcers refer to small bites of preferred snacks or sips of preferred drinks that are used to reinforce or reward desired behavior. These can be advantageous because they are easily transported between environments, can be delivered repeatedly in small amounts, and are consumed (as opposed to, for example, toys, which remain in the child’s hand until removed by the teacher).
Promise reinforcer strategies use the presentation of a reinforcer alongside a verbal or visual prompt as a “promise” of good things to come following the target behavior. When the individual completes the desired response, the reinforcer can be delivered; if the individual does not or engages in interfering behaviors, the expectation remains, but the opportunity to receive the reinforcer is withdrawn until the next expected response.
Shaping
Shaping involves using reinforcement to guide an individual’s responding toward the desired behavior by progressively reinforcing responses closer to the target response; over time, levels of reinforcement are reduced toward more natural amounts as the expectation to be reinforced moves further toward the target behavior.
Structured Choices
Structured choices use spoken or visual “this or that” options to allow individuals agency and freedom of choice within limits set by a teacher or caregiver. For example, asking a child “What do you want to eat for snack?” is not a structured choice; “Do you want crackers or pretzels for snack?” is a structured choice.
Example:
An educator has a student with autism who will not follow directions to come in from recess when it is over. During recess, the student is monitored by the classroom paraprofessional. The student will run and say ‘no’ when it is time to come inside. While the other students and adults leave the playground, the paraprofessional is then alone with the student.
There are instances when the student has become aggressive, making this an unsafe situation. Although the student is verbal, they typically communicate with short phrases; most often only to make requests.
What can the educator do to prompt the student to come inside without causing their behaviors to escalate, keeping in mind that the teacher is not typically there to assist?
Use of Reinforcement, Structured Choices & Shaping
If these behaviors are occurring often, a Functional Behavior Assessment (FBA) should be conducted, followed by the development of a Positive Behavior Support Plan (PBSP). This allows the team to identify the function (“why”) of these behaviors in order to more effectively and consistently prevent and/or respond to the behavior.
During this process, a fast-acting intervention should be considered for implementation due to the potential danger associated with these behaviors. The use of a reinforcement-based approach, structured choices, and shaping procedures can quickly increase desired behavior around transitions and, in the process, reduce engagement in interfering behaviors.
Quick Facts
- Child’s Age: 6-10
- Planning Effort: Low
- Difficulty Level: Easy
Pre-requisites
- Knowledge of student’s primary reinforcers and favorite activities
- Visuals of favorite activities
- Two (2) “see-through” containers with student’s favorite primary reinforcers (edible items/snacks)
Steps & Tips for Promise Reinforcers and Shaping
- If preferences / reinforcers have not been identified for a student, use observation, parent / caregiver interview, and / or a structured preference assessment to identify the student’s preferred toys, foods, and activities.
- Identify reinforcers that can be delivered multiple times during a transition between environments. Students already using a token board or behavior chart may receive “stars” / ”points,” etc. throughout a transition, but if such a system has not been taught to your student, primary reinforcers will be most effective. In this case, identify 2 preferred edibles and place them in containers to bring to recess; larger snacks, like cookies, can be broken into smaller pieces to avoid the student “filling up” on the snack.
- Consider transitioning the student into the building before the rest of the group enters, potentially using an individual timer to cue the transition. Transitioning separately from the larger group may prevent overwhelm or overstimulation that may lead to resistance to the transition.
- Before the bell rings and the transition back to class from recess begins, present a visual displaying choices of preferred/favorite activities in the classroom. When the student chooses or shows interest, tell them something like “Nice choice! We can ____ when we get back to the classroom.”
- Next, show the student the two snack options and provide a structured choice in the same way. When the student chooses or shows interest, tell them something like “Okay, _! I will give you one when we get to ________.” (Think of a landmark on the way back from recess, like the playground gate or building door.)
- Show the student the snack and walk with the student; when you reach the first landmark, deliver a piece of the snack to the student, then tell them something like “Okay, let me know when we get to ________ and I can give you another.” (Again, think of the next landmark on the way.)
- Repeat step 6 until you and the student have made it to your destination!
- Once you arrive back to the classroom, praise the student by stating something like “You did such a nice job walking back to class! Now we can _______.” (Remember what classroom activity they selected before transitioning in!)
- Repeat this process daily, keeping track of successful transitions. After approximately 5 days’ success, begin to fade or reduce the level of reinforcement delivered by making the distance longer between “landmarks”. Continue to do so until eventually the student is only receiving the end reinforcer of the preferred classroom activity.
Note:
- IF the student refuses to come with you and transition back from recess, discontinue verbal prompting and WAIT to avoid inadvertently rewarding this behavior. Monitor the student while keeping the promised reinforcer visible. If the student approaches you or requests the reinforcer, cue the student to transition with you by beginning to walk toward the school.
- IF the refusal behavior is extended or is accompanied by other interfering behaviors, consider calling for assistance and a second staff member to stay with or provide intermittent check-ins to the staff on the playground. Avoid talking too much to the student to again minimize attention to the behavior. Instead, intermittently re-prompt the student and redirect as necessary to maintain safety.
- Remember, a Functional Behavior Assessment should be undertaken to develop an individualized and function-based plan for behaviors like these in the long term.
Behavior Support Resources
What is a Functional Behavior Assessment? (FBA)
What is a Positive Behavior Support Plan? (PBSP)
This resource was authored by Watson Institute Special Education Consultant, Vanessa Thomas, M.Ed., BCBA, LBS
If you have questions or concerns about the Watson Institute’s use of this information, please contact us.