Many new therapists who are about to begin working with children with autism might be concerned about how to make themselves reinforcing. The main key to a proper ABA home program is for the therapist to pair themselves with highly enjoyable activities in order for teaching to occur.

From working with older children, I know that secondary reinforcement (i.e. verbal praise) is precedent, as this is the method most adults use for school aged children. Just as important is incorporating imagination into a therapist’s reinforcement. Reinforcement is also more focused as play and less focused as strict praise at the table.

Since many children with autism are not motivated to learn by intrinsic rewards, it is the therapist’s job to provide external reinforcement as a means to increase the likelihood of a desired behavior

When I first started doing ABA therapy, I found it hard to spontaneously think of reinforcement in a 2 or 3 hour session. I constantly racked my brain for cool ideas and always modeled other therapist’s or a program supervisor’s reinforcement when I had a chance.

Children who are non-verbal need other forms of reinforcement that do not necessarily require reciprocal interaction to increase their motivation to work at the table. Reciprocal interaction is a method children or adults use when interacting with others

When giving reinforcement, a therapist must be quick, energetic, and ready to pull any special toys or social praise for independent successes. As well, there are rules to how a therapist must deliver reinforcement.

Therapist should think of reinforcement as part of shaping a desired response. In the teaching phase, reinforcement is delivered in large amounts for close approximation.