1. Therapist should follow the learner around, remaining within 3 feet of the learner, as they graze through preferred toys/items/activities.
2. The therapist should refrain from blocking access to preferred items/activities/toys unless these activities cannot be accessed or there is a safety concern.
3. Therapist should refrain from engaging in extensive social or physical interaction–unless it is clear that the learner prefers it.

Additional Notes

• At this point in time, you want to remain close but you don’t want to present yourself as a barrier to preferred items and activities in any way.
• In instances where it is clear that the learner wants you to engage, make sure to do so. But this is entirely contingent on their preferring it.
• Only block access to preferred items/areas/people/activities if there is a safety concern, if the activity is strictly prohibited, or if engaging in will call serious disruption.
• Examples: Learner tries running out the door. Learner tries accessing a cleaning closet with cleaning supplies. Learner steals a preferred item from a peer.

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Therapist should follow the learner around, remaining within 3 feet of the learner, as they graze through preferred items/activities/toys.
2. The therapist should refrain from blocking access to preferred items or activities unless these activities cannot be accessed or there is a safety concern
3. Therapist should begin to engage in vocal commenting and social praise–unless it is clear that the learner DOES NOT prefer it. Remain sensitive to whether or not the learner prefers gentle/loud praise

Additional Notes

• At this point in time, you want to remain close but you don’t want to present yourself as a barrier to preferred items and activities in any way.
• In instances where it is clear that the learner wants you to engage, make sure to do so. But this is entirely contingent on their preferring it.
• Only block access to preferred items/areas/people/activities if there is a safety concern, if the activity is strictly prohibited, or if engaging in it will cause serious disruption.
• Examples: Learner tries running out the door. Learner tries accessing a cleaning closet with cleaning supplies. Learner steals a preferred item from a peer.

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Therapist should follow the learner around, remaining within 3 feet of the learner, as they graze through preferred items/activities/toys.
2. The therapist should refrain from blocking access to preferred items or activities unless these activities cannot be accessed or there is a safety concern.
3. Therapist should begin to engage in vocal commenting and social praise while also engaging in positive physical interactions–unless it is clear that the learner DOES NOT prefer it. Physical interaction includes head rubs, high fives, gentle patting on the back, etc. Remain sensitive to the frequency and volume of the interactions ensuring that its at a level that the learner prefers.

Additional Notes

• Remain sensitive to the frequency and volume of the interactions ensuring that its at a level that the learner prefers (Example: Some learners may prefer gentle pats on the head verses noogies).
• Physical interaction includes head rubs, high fives, gentle patting on the back, etc.
• At this point in time, you want to remain close but you don’t want to present yourself as a barrier to preferred items and activities in any way.
• In instances where it is clear that the learner wants you to engage, make sure to do so. But this is entirely contingent on their preferring it.
• Only block access to preferred items/areas/people/activities if there is a safety concern, if the activity is strictly prohibited, or if engaging in it will cause serious disruption.
• Examples: Learner tries running out the door. Learner tries accessing a cleaning closet with cleaning supplies. Learner steals a preferred item from a peer.

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Therapist should follow the learner around, remaining within 3 feet of the learner, as they graze through preferred items/activities/toys.
2. The therapist should allow non-stop non-contingent access to preferred items or activities unless these activities cannot be accessed or there is a safety concern.
3. Therapist should administer frequent instances of social praise, vocal interaction, and physical interaction throughout the session (at the desired level and frequency of the learner)
4. Therapist should begin to make every attempt to decrease the response effort in the learner gaining access to preferred items and activities.
5. The therapist should note (mentally) when the learner is motivated for something outside their (the learner’s) direct control (Example: An item on a shelf or an item on the other side of the room).
6. The therapist should try to bring that item or activity to them as quickly as possible. Ex: The learner begins to reach for more legos from a bucket and the therapist moves the bucket closer. OR, the learner is trying to open a box to gain access to a puzzle and the therapist quickly removes the lid for them

Additional Notes

• Reminder: Sometimes the preferred item or activity your learner is engaging won’t be a typical toy. But that doesn’t mean that it isn’t a preferred item or activity. For example, maybe a learner seems interested in waving a shiny spoon around (as opposed to playing with a traditional toy). Make sure to be applying applying these principles to ALL things that the learner freely engages with and finds reinforcing/preferred.
• Continue with preferred physical praise.
• Continue with preferred verbal praise (pay attention to volume preferences—too loud might be more aversive than preferred)
• In instances where it is clear that the learner wants you to engage, make sure to do so. But this is entirely contingent on their preferring it.
• Only block access to preferred items/areas/people/activities if there is a safety concern, if the activity is strictly prohibited, or if engaging in it will cause serious disruption.
• Examples: Learner tries running out the door. Learner tries accessing a cleaning closet with cleaning supplies. Learner steals a preferred item from a peer.

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Therapist should follow the learner around, remaining within 3 feet of the learner, as they graze through preferred items/activities/toys/people/areas.
2. The therapist should allow non-stop non-contingent access to preferred items or activities unless these activities cannot be accessed or there is a safety concern.
3. Therapist should administer frequent instances of social praise, vocal interaction, and physical interaction throughout the session (at the desired level and frequency of the learner)
4. Therapist should begin to make every attempt to decrease the response effort in the learner gaining access to preferred items and activities.
5. The therapist should note (mentally) when the learner is motivated for something outside their (the learner’s) direct control (Example: An item on a shelf or an item on the other side of the room).
6. The therapist should try to bring that item or activity to them as quickly as possible. Ex: The learner begins to reach for more legos from a bucket and the therapist moves the bucket closer. OR, the learner is trying to open a box to gain access to a puzzle and the therapist quickly removes the lid for them
7. In instances where the learner is browsing a toy room OR engaged with a specific item or activity, the therapist will ensure that their most highly preferred items and activities are within present and eyesight.
1. EX: Preferred toys maybe put in a wagon or bin and are moved as the learner moves.
2. EX: Learner maybe engaged with toys on the floor–like trains–but the therapist puts other typically valuable reinforcers within or next to the train set.

Additional Notes

• Reminder: Sometimes the preferred item or activity your learner is engaging won’t be a typical toy. But that doesn’t mean that it isn’t a preferred item or activity. For example, maybe a learner seems interested in waving a shiny spoon around (as opposed to playing with a traditional toy). Make sure to be applying applying these principles to ALL things that the learner freely engages with and finds reinforcing/preferred.
• Continue with preferred physical praise.
• Continue with preferred verbal praise (pay attention to volume preferences—too loud might be more aversive than preferred)
• In instances where it is clear that the learner wants you to engage, make sure to do so. But this is entirely contingent on their preferring it.
• Only block access to preferred items/areas/people/activities if there is a safety concern, if the activity is strictly prohibited, or if engaging in it will cause serious disruption.
• Examples: Learner tries running out the door. Learner tries accessing a cleaning closet with cleaning supplies. Learner steals a preferred item from a peer.

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Therapist should follow the learner around, remaining within 3 feet of the learner, as they graze through preferred items/activities/toys/people/areas.
2. The therapist should allow non-stop non-contingent access to preferred items or activities unless these activities cannot be accessed or there is a safety concern.
3. Therapist should administer frequent instances of social praise, vocal interaction, and physical interaction throughout the session (at the desired level and frequency of the learner)
4. Therapist should begin to make every attempt to decrease the response effort in the learner gaining access to preferred items and activities.
5. The therapist should note (mentally) when the learner is motivated for something outside their (the learner’s) direct control (Example: An item on a shelf or an item on the other side of the room).
6. The therapist should try to bring that item or activity to them as quickly as possible. Ex: The learner begins to reach for more legos from a bucket and the therapist moves the bucket closer. OR, the learner is trying to open a box to gain access to a puzzle and the therapist quickly removes the lid for them
7. In instances where the learner is browsing a toy room OR engaged with a specific item or activity, the therapist will ensure that their most highly preferred items and activities as well as NOVEL and NEUTRAL VALUE items are within present and eyesight.
1. EX: Preferred and NOVEL & NEUTRAL VALUE toys may be put in a wagon or bin and are moved as the learner moves.
2. EX: Learner maybe engaged with toys on the floor–like trains–but the therapist puts other high, NOVEL, and NEUTRAL value reinforcers within or next to the train set.

Additional Notes

• Reminder: Sometimes the preferred item or activity your learner is engaging won’t be a typical toy. But that doesn’t mean that it isn’t a preferred item or activity. For example, maybe a learner seems interested in waving a shiny spoon around (as opposed to playing with a traditional toy). Make sure to be applying applying these principles to ALL things that the learner freely engages with and finds reinforcing/preferred.
• Continue with preferred physical praise.
• Continue with preferred verbal praise (pay attention to volume preferences—too loud might be more aversive than preferred)
• In instances where it is clear that the learner wants you to engage, make sure to do so. But this is entirely contingent on their preferring it.
• Only block access to preferred items/areas/people/activities if there is a safety concern, if the activity is strictly prohibited, or if engaging in it will cause serious disruption.
• Examples: Learner tries running out the door. Learner tries accessing a cleaning closet with cleaning supplies. Learner steals a preferred item from a peer.

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Therapist should follow the learner around, remaining within 3 feet of the learner, as they graze through preferred items/activities/toys/people/areas.
2. The therapist should allow non-stop non-contingent access to preferred items or activities unless these activities cannot be accessed or there is a safety concern.
3. Therapist should administer frequent instances of social praise, vocal interaction, and physical interaction throughout the session (at the desired level and frequency of the learner)
4. Therapist should begin to make every attempt to decrease the response effort in the learner gaining access to preferred items and activities.
5. The therapist should note (mentally) when the learner is motivated for something outside their (the learner’s) direct control (Example: An item on a shelf or an item on the other side of the room).
6. The therapist should try to bring that item or activity to them as quickly as possible. Ex: The learner begins to reach for more legos from a bucket and the therapist moves the bucket closer. OR, the learner is trying to open a box to gain access to a puzzle and the therapist quickly removes the lid for them
7. In instances where the learner is browsing a toy room OR engaged with a specific item or activity, the therapist will ensure that their most highly preferred items and activities as well as novel and neutral value items are within present and eyesight.
1. EX: Preferred and novel & neutral value toys may be put in a wagon or bin and are moved as the learner moves.
2. EX: Learner maybe engaged with toys on the floor–like trains–but the therapist puts other high, novel, and neutral value reinforcers within or next to the train set.
8. Therapist should touch or gently hold preferred items and activities that the learner is engaged with.
9. In instances where the learner indicates agitation or that they might want the therapist to leave them alone, the therapist will withdraw immediately.

Additional Notes

• Reminder: Sometimes the preferred item or activity your learner is engaging won’t be a typical toy. But that doesn’t mean that it isn’t a preferred item or activity. For example, maybe a learner seems interested in waving a shiny spoon around (as opposed to playing with a traditional toy). Make sure to be applying applying these principles to ALL things that the learner freely engages with and finds reinforcing/preferred.
• Continue with preferred physical praise.
• Continue with preferred verbal praise (pay attention to volume preferences—too loud might be more aversive than preferred)
• In instances where it is clear that the learner wants you to engage, make sure to do so. But this is entirely contingent on their preferring it.
• Only block access to preferred items/areas/people/activities if there is a safety concern, if the activity is strictly prohibited, or if engaging in it will cause serious disruption.
• Examples: Learner tries running out the door. Learner tries accessing a cleaning closet with cleaning supplies. Learner steals a preferred item from a peer.

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Observe instances where the learner is highly motivated and engaged with a certain item or activity.
2. Therapist should engage with another typically preferred item or activity (not the one the learner is presently engaged in). This should occur within the line of vision of the learner. For example, the learner is seated at the table and playing with a puzzle while the therapist sits next to them and does another, separate puzzle.
3. In instances where the learner becomes motivated for the item or activity that the therapist is engaged with, the therapist should recognize this and immediately allow access to that item or activity.

Additional Notes

• Reminder: Sometimes the preferred item or activity your learner is engaging won’t be a typical toy. But that doesn’t mean that it isn’t a preferred item or activity. For example, maybe a learner seems interested in waving a shiny spoon around (as opposed to playing with a traditional toy). Make sure to be applying applying these principles to ALL things that the learner freely engages with and finds reinforcing/preferred.
• Continue with preferred physical praise.
• Continue with preferred verbal praise (pay attention to volume preferences—too loud might be more aversive than preferred)
• In instances where it is clear that the learner wants you to engage, make sure to do so. But this is entirely contingent on their preferring it.
• Only block access to preferred items/areas/people/activities if there is a safety concern, if the activity is strictly prohibited, or if engaging in it will cause serious disruption.
• Examples: Learner tries running out the door. Learner tries accessing a cleaning closet with cleaning supplies. Learner steals a preferred item from a peer.

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Observe instances where the learner is highly motivated and engaged with a certain item or activity.
2. Therapist should engage with the same activity or item as the learner but in a way that doesn’t directly interfere. For example, the learner is seated at the table and playing with a puzzle while the therapist puts a separate puzzle piece into the same puzzle. Or, the learner is pressing a button on a pop-up toy while the therapist presses a separate button.
3. In instances where the learner becomes motivated for the item or activity that the therapist is engaged with, the therapist should recognize this and immediately allow access to that item or activity.

Additional Notes

• Reminder: Sometimes the preferred item or activity your learner is engaging won’t be a typical toy. But that doesn’t mean that it isn’t a preferred item or activity. For example, maybe a learner seems interested in waving a shiny spoon around (as opposed to playing with a traditional toy). Make sure to be applying applying these principles to ALL things that the learner freely engages with and finds reinforcing/preferred.
• Continue with preferred physical praise.
• Continue with preferred verbal praise (pay attention to volume preferences—too loud might be more aversive than preferred)
• In instances where it is clear that the learner wants you to engage, make sure to do so. But this is entirely contingent on their preferring it.
• Only block access to preferred items/areas/people/activities if there is a safety concern, if the activity is strictly prohibited, or if engaging in it will cause serious disruption.
• Examples: Learner tries running out the door. Learner tries accessing a cleaning closet with cleaning supplies. Learner steals a preferred item from a peer.

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Observe instances where the learner is highly motivated and engaged with a certain item or activity.
2. Therapist should find a different preferred item/activity that the learner typically prefers and might be of equal (or higher) value.
3. Therapist should interrupt the learner and offer the other preferred item/activity. Ex: Learner is playing with cars and the therapist offers the learner their favorite book.
4. Learner can accept the preferred item or reject it. Therapist should honor either. Further, learner can keep both preferred items. Ex: Keeps the book and continues to play cars.

Additional Notes

• Reminder: Sometimes the preferred item or activity your learner is engaging won’t be a typical toy. But that doesn’t mean that it isn’t a preferred item or activity. For example, maybe a learner seems interested in waving a shiny spoon around (as opposed to playing with a traditional toy). Make sure to be applying applying these principles to ALL things that the learner freely engages with and finds reinforcing/preferred.
• Continue with preferred physical praise.
• Continue with preferred verbal praise (pay attention to volume preferences—too loud might be more aversive than preferred).

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Observe instances where the learner is highly motivated and engaged with a certain item or activity.
2. Therapist should find a different neutral item/activity.
3. Therapist should interrupt the learner and offer the other neutral value  item/activity.  Ex: Learner is playing with cars and the therapist offers the learner an action figure.
4. Learner can accept the item or reject it. Therapist should honor either. Further, learner can keep both preferred items. Ex: Keeps the action figure and continues to play cars.

Additional Notes

• Reminder: Sometimes the preferred item or activity your learner is engaging won’t be a typical toy. But that doesn’t mean that it isn’t a preferred item or activity. For example, maybe a learner seems interested in waving a shiny spoon around (as opposed to playing with a traditional toy). Make sure to be applying applying these principles to ALL things that the learner freely engages with and finds reinforcing/preferred.
• Continue with preferred physical praise.
• Continue with preferred verbal praise (pay attention to volume preferences—too loud might be more aversive than preferred).

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to engage with a highly preferred activity of their choice.
2. Locate several other high value items (or potentially high value items) based on the learner’s engagement with them in the past.
3. Therapist should present one of the secondary high value items to the learner while they continue to engage with the preferred item.
4. Do not terminate their engagement with their current high value item–they can remain engaged with it if motivated to do so. Learner should simply touch the secondary high value item when it is presented.
5. Once the learner touches the secondary high-value item, put the high value item down next to/near them and allow them to continue with the primary high value item.

Additional Notes

• Reminder: Sometimes the preferred item or activity your learner is engaging won’t be a typical toy. But that doesn’t mean that it isn’t a preferred item or activity. For example, maybe a learner seems interested in waving a shiny spoon around (as opposed to playing with a traditional toy). Make sure to be applying applying these principles to ALL things that the learner freely engages with and finds reinforcing/preferred.
• Continue with preferred physical praise.
• Continue with preferred verbal praise (pay attention to volume preferences—too loud might be more aversive than preferred).

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to engage with a highly preferred activity of their choice.
2. Locate several other items that are of novel/neutral value based on the learner’s engagement (or lack thereof) with them in the past.
3. Therapist should present one of the novel/neutral value items to the learner while they continue to engage with the preferred item.
4. Do not terminate their engagement with their current high value item–they can remain engaged with it if motivated to do so. Learner should simply touch the novel/neutral value item when it is presented.
5. Once the learner touches the novel/neutral item, put the novel/neutral item down next to/near them and allow them to continue with the primary high value item.

Additional Notes

• Reminder: Sometimes the preferred item or activity your learner is engaging won’t be a typical toy. But that doesn’t mean that it isn’t a preferred item or activity. For example, maybe a learner seems interested in waving a shiny spoon around (as opposed to playing with a traditional toy). Make sure to be applying applying these principles to ALL things that the learner freely engages with and finds reinforcing/preferred.
• Continue with preferred physical praise.
• Continue with preferred verbal praise (pay attention to volume preferences—too loud might be more aversive than preferred).

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to engage with a highly preferred activity of their choice.
2. Locate several other items that are of high value based on the learner’s engagement (or lack thereof) with them in the past.
3. Therapist should present one of the high value items to the learner while they continue to engage with the preferred item. For example: Learner is engaged with trains, and therapist presents hot wheels cars (something they also, typically love to do)
4. Do not terminate their engagement with their current high value item–they can remain engaged with it if motivated to do so. Learner should simply hold the high value item when it is presented
5. Once the learner holds the high value item, put the high value item down next to/near them and allow them to continue with the primary high value item.

Additional Notes

• Reminder: Sometimes the preferred item or activity your learner is engaging won’t be a typical toy. But that doesn’t mean that it isn’t a preferred item or activity. For example, maybe a learner seems interested in waving a shiny spoon around (as opposed to playing with a traditional toy). Make sure to be applying applying these principles to ALL things that the learner freely engages with and finds reinforcing/preferred.
• Continue with preferred physical praise.
• Continue with preferred verbal praise (pay attention to volume preferences—too loud might be more aversive than preferred).

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to engage with a highly preferred activity of their choice.
2. Locate several other items that are of novel/neutral value based on the learner’s engagement (or lack thereof) with them in the past.
3. Therapist should present one of the novel/neutral value items to the learner while they continue to engage with the preferred item.  For example: Learner is engaged with trains, and therapist presents a puzzle (or something they typically show little interest in).
4. Do not terminate their engagement with their current high value item–they can remain engaged with it if motivated to do so. Learner should simply hold the novel/neutral value item when it is presented.
5. Once the learner holds the novel/neutral value item, put the novel/neutral value item down next to/near them and allow them to continue with the primary high value item.

Additional Notes

• Reminder: Sometimes the preferred item or activity your learner is engaging won’t be a typical toy. But that doesn’t mean that it isn’t a preferred item or activity. For example, maybe a learner seems interested in waving a shiny spoon around (as opposed to playing with a traditional toy). Make sure to be applying applying these principles to ALL things that the learner freely engages with and finds reinforcing/preferred.
• Continue with preferred physical praise.
• Continue with preferred verbal praise (pay attention to volume preferences—too loud might be more aversive than preferred).

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to engage with a highly preferred activity of their choice.
2. Locate several other items that are of high value based on the learner’s engagement (or lack thereof) with them in the past.
3. Therapist should present one of the high value item to the learner while they continue to engage with the preferred item. For example: Learner is engaged with trains, and therapist presents Hot Wheels cars (or something they typically show a great deal of interest in).
4. Gently remove the current high value item while the alternative high value item is presented to them. Learner should simply touch the item when it is presented.
5. Once the learner touches the alternative high value item, put that item down next to them, and simultaneously present the originally preferred item to the learner. Ex: If the learner was engaged with trains, gently remove the train, present the hot wheels car, the learner should touch the hot wheels car, and the train should be immediately returned to the learner.

Additional Notes

• Reminder: Sometimes the preferred item or activity your learner is engaging won’t be a typical toy. But that doesn’t mean that it isn’t a preferred item or activity. For example, maybe a learner seems interested in waving a shiny spoon around (as opposed to playing with a traditional toy). Make sure to be applying applying these principles to ALL things that the learner freely engages with and finds reinforcing/preferred.
• Continue with preferred physical praise.
• Continue with preferred verbal praise (pay attention to volume preferences—too loud might be more aversive than preferred).

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to engage with a highly preferred activity of their choice.
2. Locate several other items that are of novel/neutral value based on the learner’s engagement (or lack thereof) with them in the past.
3. Therapist should present one of the novel/neutral value items to the learner while they continue to engage with the preferred item. For example: Learner is engaged with trains, and therapist presents Hot Wheels cars (or something they typically do not show a great deal of interest in).
4. Gently remove the current high value item while the alternative neutral value item is presented to them. Learner should simply touch the novel/neutral item when it is presented.
5. Once the learner touches the alternative novel/neutral value item, put that item down next to them, and simultaneously present the originally preferred item to the learner. Ex: If the learner was engaged with trains, gently remove the train, present the hot wheels car, the learner should touch the hot wheels car, and the train should be immediately returned to the learner.

Additional Notes

• Reminder: Sometimes the preferred item or activity your learner is engaging won’t be a typical toy. But that doesn’t mean that it isn’t a preferred item or activity. For example, maybe a learner seems interested in waving a shiny spoon around (as opposed to playing with a traditional toy). Make sure to be applying applying these principles to ALL things that the learner freely engages with and finds reinforcing/preferred.
• Continue with preferred physical praise.
• Continue with preferred verbal praise (pay attention to volume preferences—too loud might be more aversive than preferred).

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to engage with a highly preferred activity of their choice.
2. Locate another item that is of high value based on the learner’s engagement with it in the past
3. Therapist should present one of the high value items to the learner while they continue to engage with the preferred item. For example: Learner is engaged with trains, and therapist presents Hot Wheels cars (or something they typically show a great deal of interest in).
4. Then, gently remove the current high value item while the alternative, high value item is presented to them. Learner should simply hold or accept the high value item when it is presented.
5. Once the learner holds the alternative high value item, put that item down next to them, and simultaneously present the originally preferred item to the learner. Ex: If the learner was engaged with trains, gently remove the train, present the Hot Wheels cars, the learner should hold the Hot Wheels cars, and the train should be immediately be returned to the learner.

Additional Notes

• Reminder: Sometimes the preferred item or activity your learner is engaging won’t be a typical toy. But that doesn’t mean that it isn’t a preferred item or activity. For example, maybe a learner seems interested in waving a shiny spoon around (as opposed to playing with a traditional toy). Make sure to be applying applying these principles to ALL things that the learner freely engages with and finds reinforcing/preferred.
• Continue with preferred physical praise.
• Continue with preferred verbal praise (pay attention to volume preferences—too loud might be more aversive than preferred).

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to engage with a highly preferred activity of their choice.
2. Locate another item that is of NOVEL/NEUTRAL value based on the learner’s engagement with it in the past
3. Therapist should present one of the NOVEL/NEUTRAL items to the learner while they continue to engage with the preferred item. For example: Learner is engaged with trains, and therapist presents Hot Wheels cars (or something they typically do not show a great deal of interest in).
4. Then, gently remove the current high value item while the alternative, NOVEL/NEUTRAL item is presented to them. Learner should simply hold or accept the high value item when it is presented.
5. Once the learner holds the alternative NOVEL/NEUTRAL value item, put that item down next to them, and simultaneously present the originally preferred item to the learner. Ex: If the learner was engaged with trains, gently remove the train, present the Hot Wheels cars, the learner should hold the Hot Wheels cars, and the train should be immediately be returned to the learner.

Additional Notes

• Reminder: Sometimes the preferred item or activity your learner is engaging won’t be a typical toy. But that doesn’t mean that it isn’t a preferred item or activity. For example, maybe a learner seems interested in waving a shiny spoon around (as opposed to playing with a traditional toy). Make sure to be applying applying these principles to ALL things that the learner freely engages with and finds reinforcing/preferred.
• Continue with preferred physical praise.
• Continue with preferred verbal praise (pay attention to volume preferences—too loud might be more aversive than preferred).

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to engage with a highly preferred activity of their choice.
2. Locate another item that is of high value based on the learner’s engagement with it in the past.
3. Therapist should present the high value item to the learner while they continue to engage with the preferred item. For example: Learner is engaged with trains, and therapist presents Hot Wheels cars (or something they typically show a great deal of interest in).
4. Then, gently remove the current high value item that the learner is engaged with while the presenting the alternative high value item. Learner should perform one action with the presented, alternative high value item when it is presented.
5. Once the learner performs one action with the alternative high value item, put that item down next to them, and simultaneously present the originally preferred item to the learner. Ex: If the learner was engaged with trains, gently remove the train, present the Hot Wheels car, the learner should take the car and roll it (or similar), and the train should be immediately be returned to the learner.

Additional Notes

• Reminder: Sometimes the preferred item or activity your learner is engaging won’t be a typical toy. But that doesn’t mean that it isn’t a preferred item or activity. For example, maybe a learner seems interested in waving a shiny spoon around (as opposed to playing with a traditional toy). Make sure to be applying applying these principles to ALL things that the learner freely engages with and finds reinforcing/preferred.
• Continue with preferred physical praise.
• Continue with preferred verbal praise (pay attention to volume preferences—too loud might be more aversive than preferred).

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to engage with a highly preferred activity of their choice.
2. Locate another item that is of NOVEL/NEUTRAL value based on the learner’s LIMITED engagement with it in the past.
3. Therapist should present the NOVEL/NEUTRAL value item to the learner while they continue to engage with the preferred item. For example: Learner is engaged with trains, and therapist presents Hot Wheels cars (or something they typically HAVE NOT SHOWN a great deal of interest in).
4. Then, gently remove the current high value item that the learner is engaged with while the presenting the NOVEL/NEUTRAL value item. Learner should perform one action with the presented NOVEL/NEUTRAL value item when it is presented.
5. Once the learner performs one action with the NOVEL/NEUTRAL value item, put that item down next to them, and simultaneously present the originally preferred item to the learner. Ex: If the learner was engaged with trains, gently remove the train, present a rattle, the learner should take the rattle and engage with it, and the train should be immediately be returned to the learner once the action with the NOVEL/NEUTRAL value item (the rattle) is complete.

Additional Notes

• Reminder: Sometimes the preferred item or activity your learner is engaging won’t be a typical toy. But that doesn’t mean that it isn’t a preferred item or activity. For example, maybe a learner seems interested in waving a shiny spoon around (as opposed to playing with a traditional toy). Make sure to be applying applying these principles to ALL things that the learner freely engages with and finds reinforcing/preferred.
• Continue with preferred physical praise.
• Continue with preferred verbal praise (pay attention to volume preferences—too loud might be more aversive than preferred).

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to engage with a highly preferred activity of their choice.
2. Locate another item that is of HIGH value based on the learner’s FREQUENT engagement with it in the past.
3. Therapist should present the alternative HIGH VALUE roughly 3 feet away from the learner while they continue to engage with their current preferred item. For example: Learner is engaged with play doh and therapist sits a Hot Wheels car three feet away from them (or something they typically HAVE SHOWN a great deal of interest in).
4. Then, gently remove the current high value item that the learner is engaged with.
5. Learner should orient toward the alternative high value item, reach or travel to it, and perform one action with the alternative high value item.
6. Once the learner performs one action with the alternative high value item, put that item down next to them, and simultaneously present the originally preferred item to the learner. Ex: If the learner was engaged with playing with play doh, gently remove the play doh, present another toy (hot wheels car), the learner should take the rattle and engage with it, and the train should be immediately be returned to the learner once the action with the other high value item (the car) is complete.

Additional Notes

• IMPORTANT: The item should be at a distance that requires the learner to engage in a little bit of response effort. For example, on the floor to the direct left of them, far enough in front of them that they have to lean to reach, or on the floor so that they need to leave their chair (if sitting) to engage with it.
• Reminder: Sometimes the preferred item or activity your learner is engaging won’t be a typical toy. But that doesn’t mean that it isn’t a preferred item or activity. For example, maybe a learner seems interested in waving a shiny spoon around (as opposed to playing with a traditional toy). Make sure to be applying applying these principles to ALL things that the learner freely engages with and finds reinforcing/preferred.
• Continue with preferred physical praise.
• Continue with preferred verbal praise (pay attention to volume preferences—too loud might be more aversive than preferred).

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to engage with a highly preferred activity of their choice.
2. Locate another item that is novel or neutral in value (or similar) to the learner based on the learner’s engagement with it (or lack thereof) in the past.
3. Therapist should place the novel/neutral value item at roughly 3 feet while they continue to engage with the preferred item. For example: Learner is engaged with a pop up toy and therapist places Play Doh across the table from them (or something they typically don’t show interest in).
4. Then, gently remove the current high value item that the learner is engaged with.
5. Learner should orient toward the novel/neutral value item, reach or travel to it, and perform one action with the novel/neutral value item when it is presented.
6. Learner should orient toward the alternative high value item, reach or travel to it, and perform one action with the alternative high value item.
7. Once the learner performs one action with the novel/neutral value item, put that item down next to them, and simultaneously present the originally preferred item to the learner. Ex: If the learner was engaged with the pop-up toy, gently remove the toy, present Play Doh across the table from them, the learner should lean forward to engage with the Play Doh, and the pop-up toy should be immediately be returned to the learner.

Additional Notes

• IMPORTANT: The item should be at a distance that requires the learner to engage in a little bit of response effort. For example, on the floor to the direct left of them, far enough in front of them that they have to lean to reach, or on the floor so that they need to leave their chair (if sitting) to engage with it.
• Reminder: Sometimes the preferred item or activity your learner is engaging won’t be a typical toy. But that doesn’t mean that it isn’t a preferred item or activity. For example, maybe a learner seems interested in waving a shiny spoon around (as opposed to playing with a traditional toy). Make sure to be applying applying these principles to ALL things that the learner freely engages with and finds reinforcing/preferred.
• Continue with preferred physical praise.
• Continue with preferred verbal praise (pay attention to volume preferences—too loud might be more aversive than preferred).

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to engage with a highly preferred activity of their choice.
2. Locate several other high value items (or similar) based on the learner’s engagement with them in the past.
3. Therapist should place the array of high value items at a distance of roughly 3 feet while they continue to engage with the preferred item. For example: Learner is engaged with a pop up toy and therapist places Play Doh, Legos, Hot Wheels, and other toys next to them in a bin.
4. Then, gently remove the current high value item that the learner is engaged with.
5. Learner should orient toward the area/bin of alternative high value items, reach or travel to it, and perform one action with one of the alternative high value items.
6. Once the learner performs one action with an alternative high value item, immediately offer social praise along with the original item the learner was engaged with.

Additional Notes

• IMPORTANT: The item should be at a distance that requires the learner to engage in a little bit of response effort. For example, on the floor to the direct left of them, far enough in front of them that they have to lean to reach, or on the floor so that they need to leave their chair (if sitting) to engage with it.
• Reminder: Sometimes the preferred item or activity your learner is engaging won’t be a typical toy. But that doesn’t mean that it isn’t a preferred item or activity. For example, maybe a learner seems interested in waving a shiny spoon around (as opposed to playing with a traditional toy). Make sure to be applying applying these principles to ALL things that the learner freely engages with and finds reinforcing/preferred.
• Continue with preferred physical praise.
• Continue with preferred verbal praise (pay attention to volume preferences—too loud might be more aversive than preferred).

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to engage with a highly preferred activity of their choice.
2. Locate several other high value items (or similar), novel items, and neutral items based on the learner’s engagement with them (or lack thereof) in the past. Present these items in a bin, on a shelf, in a toy box, or in a group at about 10 feet. There should be at least 10 items.
3. Gently remove the high value item. Ex: Therapist removes pop-up toy.
4. Learner should travel toward the area where the group of high, novel, and neutral value items toys are located, scan through the array, AND perform one action with one of the items. OR, they should pivot to any other toy nearer to them and perform an action with it.
5. Learner should orient toward the area/bin of alternative high value items, reach or travel to it, and perform one action with one of the alternative high value items.
6. Once the learner performs one action with any of the aforementioned items, return the original high value item, and also allow access to items in the bin (and any other items that are available).

Additional Notes

• Ensure that ALL high value options are found within the bin, shelf, or toy box. Other toys can be found throughout the learner’s environment but they should be neutral in value at best.
• IMPORTANT: The item should be at a distance that requires the learner to engage in a little bit of response effort. For example, on the floor to the direct left of them, far enough in front of them that they have to lean to reach, or on the floor so that they need to leave their chair (if sitting) to engage with it.
• Reminder: Sometimes the preferred item or activity your learner is engaging won’t be a typical toy. But that doesn’t mean that it isn’t a preferred item or activity. For example, maybe a learner seems interested in waving a shiny spoon around (as opposed to playing with a traditional toy). Make sure to be applying applying these principles to ALL things that the learner freely engages with and finds reinforcing/preferred.
• Continue with preferred physical praise.
• Continue with preferred verbal praise (pay attention to volume preferences—too loud might be more aversive than preferred).

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to engage with a highly preferred activity of their choice.
2. Locate several novel or neutral value items. Present these items in a bin, on a shelf, in a toy box, or in an array at about 3 feet.
3. In the mean time, place a similar sized array of alternative HIGH value preferred items at a distance of at least 15 feet (or out of sight).
4. Gently remove the high value item. Ex: Therapist removes pop-up toy.
5. Learner should orient toward and perform any action with of the neutral items OR travel to any of the high value items (at a greater distance) and perform one action with one of these items.
6. Once the learner performs one action with any of the aforementioned items, return the original high value item, and also allow access to any other items that are available (high value, novel, neutral, or otherwise etc.)

Additional Notes

• Ensure that ALL high value options are found within the bin, shelf, or toy box that is further away. Other toys can be found throughout the learner’s immediate environment but they should be neutral in value at best.
• IMPORTANT: The item should be at a distance that requires the learner to engage in a little bit of response effort. For example, on the floor to the direct left of them, far enough in front of them that they have to lean to reach, or on the floor so that they need to leave their chair (if sitting) to engage with it.
• Reminder: Sometimes the preferred item or activity your learner is engaging won’t be a typical toy. But that doesn’t mean that it isn’t a preferred item or activity. For example, maybe a learner seems interested in waving a shiny spoon around (as opposed to playing with a traditional toy). Make sure to be applying applying these principles to ALL things that the learner freely engages with and finds reinforcing/preferred.
• Continue with preferred physical praise.
• Continue with preferred verbal praise (pay attention to volume preferences—too loud might be more aversive than preferred).

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to engage with a highly preferred activity of their choice.
2. Ensure that the learner is in an environment where a variety of high, novel, and neutral items or activities are available to them (toy room, their bedroom, playground, etc.)
3. Gently remove the high value item. Ex: Therapist removes pop-up toy.
4. Learner should travel 3-10 feet to find another item of interest.
5. Learner should engage with either 2 actions with or two items OR engage with multiple items for a total of 10 seconds.
6. Once the learner performs 2 actions or engages for 10 seconds, present the originally preferred item and allow the learner to re-engage with it or to play with other preferred items in the environment.

Additional Notes

• IMPORTANT: The item should be at a distance that requires the learner to engage in a little bit of response effort. For example, on the floor to the direct left of them, far enough in front of them that they have to lean to reach, or on the floor so that they need to leave their chair (if sitting) to engage with it.
• Reminder: Sometimes the preferred item or activity your learner is engaging won’t be a typical toy. But that doesn’t mean that it isn’t a preferred item or activity. For example, maybe a learner seems interested in waving a shiny spoon around (as opposed to playing with a traditional toy). Make sure to be applying applying these principles to ALL things that the learner freely engages with and finds reinforcing/preferred.
• Continue with preferred physical praise.
• Continue with preferred verbal praise (pay attention to volume preferences—too loud might be more aversive than preferred).

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to engage with a highly preferred activity of their choice.
2. Ensure that the learner is in an environment where only novel and neutral items or activities are available to them.  Put highest value items in a bin and remove them.
3. Gently remove the preferred item that they are engaged with.
4. Learner should travel any distance of at least 3 feet.
5. Learner should engage and perform 2 actions with one or two novel or neutral items OR engage with multiple novel or neutral items for a total of 10 seconds.
6. Once the learner performs 2 actions or engages for 10 seconds, present the originally preferred item and allow the learner to re-engage with it. ALSO, return all high value items that were removed.

Additional Notes

• IMPORTANT: The item should be at a distance that requires the learner to engage in a little bit of response effort. For example, on the floor to the direct left of them, far enough in front of them that they have to lean to reach, or on the floor so that they need to leave their chair (if sitting) to engage with it.
• Reminder: Sometimes the preferred item or activity your learner is engaging won’t be a typical toy. But that doesn’t mean that it isn’t a preferred item or activity. For example, maybe a learner seems interested in waving a shiny spoon around (as opposed to playing with a traditional toy). Make sure to be applying applying these principles to ALL things that the learner freely engages with and finds reinforcing/preferred.
• Continue with preferred physical praise.
• Continue with preferred verbal praise (pay attention to volume preferences—too loud might be more aversive than preferred).

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to engage with a highly preferred activity of their choice.
2. Ensure that the learner is in an environment where a variety of high value, novel value, and neutral value items are available to them (for example, a toy room, bedroom, or playground).
3. Gently remove the preferred item that they are engaged with.
4. Learner should travel any distance of at least 3-10 feet to look for another item.
5. Learner should locate and engage and perform 5 actions with any number of items of any value in that area. OR, they should engage with any number of items of any value for a total of 30 seconds.
6. Once the learner performs 5 actions or engages for 30 seconds, present the originally preferred item and allow the learner to re-engage with it. ALSO, allow any access to any of the other items they are motivated for.

Additional Notes

• IMPORTANT: The item should be at a distance that requires the learner to engage in a little bit of response effort. For example, on the floor to the direct left of them, far enough in front of them that they have to lean to reach, or on the floor so that they need to leave their chair (if sitting) to engage with it.
• Reminder: Sometimes the preferred item or activity your learner is engaging won’t be a typical toy. But that doesn’t mean that it isn’t a preferred item or activity. For example, maybe a learner seems interested in waving a shiny spoon around (as opposed to playing with a traditional toy). Make sure to be applying applying these principles to ALL things that the learner freely engages with and finds reinforcing/preferred.
• Continue with preferred physical praise.
• Continue with preferred verbal praise (pay attention to volume preferences—too loud might be more aversive than preferred).

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to engage with a highly preferred activity of their choice.
2. Ensure that the learner is in an environment where ONLY novel and neutral value items are available to them (for example, a toy room, bedroom, or playground).
3. Gently remove the preferred item that they are engaged with.
4. Learner should travel any distance of at least 3-10 feet to look for another item.
5. Learner should locate and engage and perform 5 actions with one or multiple novel/neutral items in that area. OR, they should engage with one or multiple novel/neutral items for a total of 30 seconds.
6. Once the learner performs 5 actions or engages for 30 seconds, present the originally preferred item and allow the learner to re-engage with it. ALSO, return and allow access to all high value items that were removed.

Additional Notes

• Reminder: Sometimes the preferred item or activity your learner is engaging won’t be a typical toy. But that doesn’t mean that it isn’t a preferred item or activity. For example, maybe a learner seems interested in waving a shiny spoon around (as opposed to playing with a traditional toy). Make sure to be applying applying these principles to ALL things that the learner freely engages with and finds reinforcing/preferred.
• Continue with preferred physical praise.
• Continue with preferred verbal praise (pay attention to volume preferences—too loud might be more aversive than preferred).

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to engage with a highly preferred activity of their choice.
2. Ensure that the learner is in an environment where a variety of high value, novel value, and neutral value items are available to them (for example, a toy room, bedroom, or playground).
3. Gently remove the preferred item that they are engaged with.
4. Learner should travel any distance of at least 3-10 feet to look for another item.
5. Learner should locate and engage and perform 10 actions with any number of items of any value in that area. OR, they should engage with any number of items of any value for a total of 60 seconds.
6. Once the learner performs 10 actions or engages for 60 seconds, present the originally preferred item and allow the learner to re-engage with it. ALSO, allow any access to any of the other items they are motivated for.

Additional Notes

• Reminder: Sometimes the preferred item or activity your learner is engaging won’t be a typical toy. But that doesn’t mean that it isn’t a preferred item or activity. For example, maybe a learner seems interested in waving a shiny spoon around (as opposed to playing with a traditional toy). Make sure to be applying applying these principles to ALL things that the learner freely engages with and finds reinforcing/preferred.
• Continue with preferred physical praise.
• Continue with preferred verbal praise (pay attention to volume preferences—too loud might be more aversive than preferred).

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to engage with a highly preferred activity of their choice.
2. Ensure that the learner is in an environment where only novel and neutral items or activities are available to them.  Put highest value items in a bin and remove them.
3. Gently remove the preferred item that they are engaged with.
4. Learner should engage and perform 10 actions across one or multiple or neutral items OR engage with one or multiple novel or neutral items for a total of 60 seconds.
5. Once the learner performs 10 actions or engages for 60 seconds, present the originally preferred item and allow the learner to re-engage with it. ALSO, return and allow access to all high value items that were removed.

Additional Notes

• Reminder: Sometimes the preferred item or activity your learner is engaging won’t be a typical toy. But that doesn’t mean that it isn’t a preferred item or activity. For example, maybe a learner seems interested in waving a shiny spoon around (as opposed to playing with a traditional toy). Make sure to be applying applying these principles to ALL things that the learner freely engages with and finds reinforcing/preferred.
• Continue with preferred physical praise.
• Continue with preferred verbal praise (pay attention to volume preferences—too loud might be more aversive than preferred).

Research/Resources

Diversifying Reinforcers and Why it Matters

How a component analysis can reshape the way you introduce skills to your learners

The difficulties in coming up with the right programs for your learner can be endless. Very few BCBAs know about or understand the utility in using a little thing called component analysis and how it can help them out in their goal writing. A component what?

flatrockweekly.substack.com

Full Circle: A Strategy to Keep Learner Programs Moving

Here is the important, second half of my first post on component analysis. A composite is a larger skill that is produced from two or more smaller component skills. Basically, a skill made up of other skills. It's a blending of all the mastered, component skills before it.

flatrockweekly.substack.com

• Elizabeth R. Lorah, Shawn P. Gilroy, Philip N. Hineline, Acquisition of peer manding and listener responding in young children with autism, Research in Autism Spectrum Disorders, Volume 8, Issue 2, 2014, Pages 61-67, ISSN 1750-9467, https://doi.org/10.1016/j.rasd.2013.10.009.
• Kaitlin G. Causin, Kristin M. Albert, Vincent J. Carbone, Emily J. Sweeney-Kerwin, The role of joint control in teaching listener responding to children with autism and other developmental disabilities, Research in Autism Spectrum Disorders, Volume 7, Issue 9, 2013, Pages 997-1011, ISSN 1750-9467, https://doi.org/10.1016/j.rasd.2013.04.011.

Consistent with ethical obligations outlined by the Behavior Analysis Certification Board (BACB), users acknowledge that goal selection/direction is the responsibility of the BCBA. Users understand that goals should be tailored to the learner while ultimately involving the input of clients/stakeholders. Users understand their ethical obligations to the client/stakeholder concerning the selection, implementation, design, and minimization of risk regarding behavior change interventions as outlined in BACB Code. As such, this skill sequence serves as a general framework for generating ideas around this particular skill area and not as an assessment or curriculum.