1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a ball that bounces (preferably a bouncy ball).
3. Gently prompt the learner to drop the ball.
4. Learner should release the ball so it hits the ground and bounces.
5. Allow access to other preferred items or allow them to freely engage with the ball. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to release the ball.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy—in this case the visual reinforcement that comes immediately from releasing the ball.
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

Spaces with easy access to preferred items and activities.

Toy Rooms

Gross Motor Rooms

Sensory Rooms

Playgrounds/Outdoors

Arts & Craft Areas

Bouncy Ball.

Bouncy Ball Assortment - 50 Pc. | Oriental Trading

What's Included: This set includes 50 bouncy rubber balls in assorted colors. Assortment may vary from picture.* Fun Design: The rubber ball ...

www.orientaltrading.com

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. With a bubble wand, wave it or blow bubbles so there are a variety of them in the air in front of the learner.
3. Gently prompt the learner to touch/pop/catch the bubbles.
4. Learner should reach out and touch/pop/catch the bubbles
5. Allow access to other preferred items or allow them to freely engage with more bubbles. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to reach and pop the bubbles.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy—in this case the visual/tactile reinforcement that comes immediately from popping the bubbles.
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

Spaces with easy access to preferred items and activities.

Toy Rooms

Gross Motor Rooms

Sensory Rooms

Playgrounds/Outdoors

Arts & Craft Areas

Bubbles/Bubble wands.

Bubbles - 4 oz.

Previous Bubbles - 4 oz. Image Tap image to zoom Next Bubbles - 4 oz. Image Start by configuring your product then move to the product detail tabs. Product: Bubbles - 4 oz. Max Imprint Area: 2.25" H x 6.25" W Item Info Item #119584-4 Item #119584-4 Product Color Tooltip Click one of the color choices from the list.

www.4imprint.com

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a Pop-Up toy to the learner.
3. Gently prompt the learner to push the button on the pop-up toy.
4. Learner should push the button on the toy.
5. Allow access to other preferred items or allow them to freely engage with the pop up toy. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to push the toy.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (the “pop-up” feature).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

Spaces with easy access to preferred items and activities.

Toy Rooms

Gross Motor Rooms

Sensory Rooms

Playgrounds/Outdoors

Arts & Craft Areas

Pop Up Toy

www.amazon.com

www.amazon.com

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a Poppin’ Pals toy to the learner.
3. Gently prompt the learner to push any of the buttons on the Poppin’ Pals toy.
4. Learner should push the button on the toy.
5. Allow access to other preferred items or allow them to freely engage with the Poppin’ Pals toy. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to push the toy.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (the “pop-up” feature).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

Spaces with easy access to preferred items and activities.

www.amazon.com

www.amazon.com

Research/Resources

• Diversifying Reinforcers and Why it Matters
• Smith, J., & Barlow, J. (2001). The effectiveness of pop-up toys in improving fine motor skills in children with developmental delays. American Journal of Occupational Therapy, 55(1), 37-42.
• Johnson, C., & Layton, T. (2008). Improving fine motor skills in children with developmental delays using a fine motor skills intervention. Journal of Applied Behavior Analysis, 41(4), 641-647.

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a Bubble-Pop Fidget toy to the learner.
3. Gently prompt the learner to push any of the buttons on the fidget toy. Model if necessary!
4. Learner should push the button on the toy.
5. Allow access to other preferred items or allow them to freely engage with the Bubble-Pop fidget toy toy. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to push the toy.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, “push in” sensory feature that you get when you push in bubble wrap, for example).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities.
• Bubble-Pop Fidget Toy

Research/Resources

• Diversifying Reinforcers and Why it Matters
• Smith, J., & Barlow, J. (2001). The effectiveness of pop-up toys in improving fine motor skills in children with developmental delays. American Journal of Occupational Therapy, 55(1), 37-42.
• Johnson, C., & Layton, T. (2008). Improving fine motor skills in children with developmental delays using a fine motor skills intervention. Journal of Applied Behavior Analysis, 41(4), 641-647.

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a Fidget Cube to the learner.
3. Gently prompt the learner to push any of the buttons on the fidget cube. Model if necessary!
4. Learner should push the buttons on the toy.
5. Allow access to other preferred items or allow them to freely engage with the fidget cube Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to push features on the fidget cube.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, “push in” sensory feature that you get).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities.
• Fidget Cube

Research/Resources

• Diversifying Reinforcers and Why it Matters
• Smith, J., & Barlow, J. (2001). The effectiveness of pop-up toys in improving fine motor skills in children with developmental delays. American Journal of Occupational Therapy, 55(1), 37-42.
• Johnson, C., & Layton, T. (2008). Improving fine motor skills in children with developmental delays using a fine motor skills intervention. Journal of Applied Behavior Analysis, 41(4), 641-647.

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a small car or similar on a long piece of track.
3. Gently prompt the learner to push or launch the car on the track. Model if necessary!
4. Learner should push/launch the car.
5. Allow access to other preferred items or allow them to freely engage with the car and track if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to push/launch car independently.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, visual reinforcement that occurs immediately after pushing the car).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities.
• Hot Wheels (or similar) Car and Track

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a small train on a track.
3. Gently prompt the learner to push the train. Model if necessary!
4. Learner should push the train.
5. Allow access to other preferred items or allow them to freely engage with the train and track if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to push the train.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, visual reinforcement that occurs immediately after pushing the train).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities.
• Train and Track Set

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a push button toy that makes noise.
3. Gently prompt the learner to push any button that makes noise. Model if necessary!
4. Learner should push the button.
5. Allow access to other preferred items or allow them to freely engage with the push button toy if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to push the buttons.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, audio reinforcement that occurs immediately after pushing the button).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a rattle to the learner.
3. Gently prompt the learner to shake the rattle so that it makes noise. Model if necessary!
4. Learner should shake the rattle.
5. Allow access to other preferred items or allow them to freely engage with the rattle if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to shake the rattle.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, audio reinforcement that occurs immediately shaking the rattle).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities.
• Toy Rattle

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a toy tambourine to the learner.
3. Gently prompt the learner to shake the tambourine so that it makes noise. Model if necessary!
4. Learner should shake the tambourine.
5. Allow access to other preferred items or allow them to freely engage with the tambourine if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to shake the tambourine.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, audio reinforcement that occurs immediately shaking the tambourine).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities.
• Toy Tambourine

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a snow globe to the learner.
3. Gently prompt the learner to shake the snow globe so that it the particles move inside. Model if necessary!
4. Learner should shake the snow globe.
5. Allow access to other preferred items or allow them to freely engage with the snow globe if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to shake the snow globe.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, visual reinforcement that occurs immediately shaking the snow globe).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities.
• Toy snow globe

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a Liquid Motion Bubbler to the learner.
3. Gently prompt the learner to shake the Liquid Motion Bubbler so that the colored water moves. Model if necessary!
4. Learner should shake the Liquid Motion Bubbler.
5. Allow access to other preferred items or allow them to freely engage with the Liquid Motion Bubbler if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to shake the Liquid Motion Bubbler.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, visual reinforcement that occurs immediately shaking the Liquid Motion Bubbler).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities.
• Liquid Motion Bubbler

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a clapper to the learner.
3. Gently prompt the learner to shake the clapper so that the colored water moves. Model if necessary!
4. Learner should shake the clapper.
5. Allow access to other preferred items or allow them to freely engage with the clapper if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to shake the clapper.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, audio reinforcement that occurs immediately shaking the clapper).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities.
• Clappers!

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a ball of Play-doh to the learner.
3. Gently prompt the learner to push the the play-doh down so that the ball of play doh becomes more flattened. Model if necessary!
4. Learner should “pound” the play-doh flat.
5. Allow access to other preferred items or allow them to freely engage with the play-doh if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to push down the kinetic sand.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, tactile reinforcement that occurs immediately after flattening the playdoh).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities/table.
• Play-Doh

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present kinetic sand to the learner.
3. Gently prompt the learner to push the the kinetic sand so that the kinetic sand becomes more flattened. Model if necessary!
4. Learner should “pound” or push the kinetic sand flat.
5. Allow access to other preferred items or allow them to freely engage with the kinetic sand if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to push the kinetic sand down.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, tactile reinforcement that occurs immediately after flattening the kinetic sand).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities/table.
• Kinetic Sand.

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a pop out tube to the learner.
3. Gently prompt the learner to pull the pop out tube outs so that it is extended. Model if necessary!
4. Learner should pull the pop out tube out.
5. Allow access to other preferred items or allow them to freely engage with the pop out tube if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to pull the pop out the pop out tube.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, tactile reinforcement that occurs immediately when the pull the pop out tube out).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities/table.
• Pop Out Tube.

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a Slinky to the learner.
3. Gently prompt the learner to pull the Slinky out so that it is extended. Model if necessary!
4. Learner should pull the Slinky out.
5. Allow access to other preferred items or allow them to freely engage with the Slinky if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to pull the Slinky.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, tactile reinforcement that occurs immediately when the pull the Slinky).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities/table.
• Slinkies.

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a Fidget Cube to the learner.
3. Gently prompt the learner to pull the “pull” peice of the Fidget Cube out so that it is extended. Model if necessary!
4. Learner should pull on the Fidget Cube.
5. Allow access to other preferred items or allow them to freely engage with the Fidget Cube if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to pull on the Fidget Cube.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, tactile reinforcement that occurs immediately when they pull on the Fidget Cube).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities/table.
• Fidget Cube.

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a ball that they can easily hold with 1-2 hands (bouncy balls work too).
3. Gently prompt the learner to throw the ball.
4. Learner should throw the ball.
5. Allow access to other preferred items or allow them to freely engage with the ball. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to throw the ball.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy—in this case the visual reinforcement that comes immediately from throwing the ball.
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

Spaces with easy access to preferred items and activities.

Toy Rooms

Gross Motor Rooms

Sensory Rooms

Playgrounds/Outdoors

Arts & Craft Areas

Ball

Super Bouncy Balls

Fun balls to reduce stress. Our assorted 22 mm Super Bouncy Balls are designed to help you release tension in a moment. Perfect game prizes, classroom activities, goodie bag filler. Made from safe and non-toxic quality foam. Fun toy for both kids and adults. Assorted bright neon colors and design.

www.windycitynovelties.com

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present several BoomWhackers to the learner.
3. Gently prompt the learner to tap the BoomWhackers together. Model if necessary!
4. Learner should tap two BoomWhackers together.
5. Allow access to other preferred items or allow them to freely engage with the BoomWhackers if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to tap the BoomWhackers together.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, auditory reinforcement that occurs immediately when they tap the BoomWhackers).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities/table.
• BoomWhackers.

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a toy xylophone to the learner.
3. Gently prompt the learner to grab a stick and tap the xylophone. Model if necessary!
4. Learner should use the stick to tap the xylophone.
5. Allow access to other preferred items or allow them to freely engage with the xylophone if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to tap the xylophone.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, auditory reinforcement that occurs immediately when they tap the xylophone).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities/table.
• Xylophone

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a toy drum to the learner.
3. Gently prompt the learner to grab a drum stick and tap the drum. Model if necessary!
4. Learner should use the drumstick to tap the drum.
5. Allow access to other preferred items or allow them to freely engage with the drum if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to tap the drum.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, auditory reinforcement that occurs immediately when they tap the drum).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities/table.
• Toy Drum

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a ball of Play Doh to the learner.
3. Gently prompt the learner to take the ball of Play Doh. Model if necessary!
4. Learner should squeeze the ball of Play Doh.
5. Allow access to other preferred items or allow them to freely engage with the Play Doh if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to squeeze the Play Doh.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, tactile reinforcement that occurs immediately when they squeeze the Play Doh).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities/table.
• Play Doh.

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present kinetic sand to the learner.
3. Gently prompt the learner to SQUEEZE the the kinetic sand. Model if necessary!
4. Learner should squeeze the kinetic sand.
5. Allow access to other preferred items or allow them to freely engage with the kinetic sand if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to squeeze the kinetic sand.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, tactile reinforcement that occurs immediately after squeezing the kinetic sand).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities/table.
• Kinetic Sand.

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Bring the learner to a Crash Pad.
3. Gently prompt the learner to jump or fall on to the Crash pad. Model if necessary!
4. Learner should jump or fall on the Crash pad.
5. Allow access to other preferred items or allow them to freely engage with the Crash pad. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to jump or fall on the Crash pad.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, reinforcement that occurs immediately after after jumping or falling).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities/table.
• Crash pad.

Crash Mat | Fun & Function

Crash pad to cushion movement-based activities for kids with autism and ADHD. Gives kids a soft and safe spot to land!

funandfunction.com

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Bring the learner to thew top of a toy slide (or on a playground).
3. Gently prompt the learner to slide down the slide (ensuring that they are safe to do so).
4. Learner should slide down the slide.
5. Allow access to other preferred items or allow them to freely engage with the slide again should they choose to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to slide.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, reinforcement that occurs immediately after after sliding).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities/table.
• Toy Slide.

SENSASOFT BALL PIT SLIDE Orange Top , Blue Side

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funandfunction.com

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present the learner with a fidget spinner.
3. Gently prompt the learner to spin the fidget spinner. Model if necessary.
4. Learner should spin the fidget spinner
5. Allow access to other preferred items or allow them to freely engage with the fidget spinner should they choose to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to spin the fidget spinner.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, tactile and visual reinforcement that occurs immediately spinning the fidget spinner).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities/table.
• Fidget Spinners.

Promotional Turbo Boost PromoSpinner

Turbo Boost PromoSpinners from AnyPromo are high quality fidget spinners made with durable ABS plastic. The Turbo Boost spinners house a smooth-spinning aluminum alloy bearing and weighted ends for a free-spin of 2 minutes. Available with pad printing or a 4 color process epoxy dome.

www.anypromo.com

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present the learner with a gear toy.
3. Gently prompt the learner to spin the gear toy. Model if necessary.
4. Learner should spin the gear toy.
5. Allow access to other preferred items or allow them to freely engage with the gear toy should they choose to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to spin the gear toy.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, visual reinforcement that occurs immediately when spinning the gear toy).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities/table.
• Gear Toy.

Gears! Gears! Gears!®

3 years & up. Challenge patterning and problem solving skills with these exciting sets of gears, cranks, connectors, pillars, and interlocking plates! Includes plenty of pieces in one size for hundreds of 3-dimensional possibilities. Available in 100 and 150 piece sets.

www.kaplanco.com

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present the learner with a gear toy.
3. Gently prompt the learner to spin the gear toy. Model if necessary.
4. Learner should spin the gear toy.
5. Allow access to other preferred items or allow them to freely engage with the gear toy should they choose to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to spin the gear toy.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, visual reinforcement that occurs immediately when spinning the gear toy).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a ball or string of Play Doh to the learner.
3. Gently prompt the learner to pinch the ball or string of Play Doh with index finger and thumb. Model if necessary!
4. Learner should pinch the ball or string of Play Doh.
5. Allow access to other preferred items or allow them to freely engage with the Play Doh if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to pinch the Play Doh.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, tactile reinforcement that occurs immediately when they pinch the Play Doh).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities/table.
• Play Doh.

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present kinetic sand to the learner.
3. Gently prompt the learner to pinch the the kinetic sand. Model if necessary!
4. Learner should pinch the kinetic sand.
5. Allow access to other preferred items or allow them to freely engage with the kinetic sand if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to pinch the kinetic sand.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, tactile reinforcement that occurs immediately after pinching the kinetic sand).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities/table.
• Kinetic Sand.

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present bubble wrap (or similar) to the learner.
3. Gently prompt the learner to pinch the the bubble wrap. Model if necessary!
4. Learner should pinch the bubble wrap.
5. Allow access to other preferred items or allow them to freely engage with the bubble wrap if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to pinch the bubble wrap.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, tactile and auditory reinforcement that occurs immediately after pinching the bubble wrap).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities/table.
• Bubble Wrap

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a paper airplane (or similar toy that requires them to throw it to fly).
3. Gently prompt the learner to throw the ball.
4. Learner should throw the airplane so it glides/flies.
5. Allow access to other preferred items or allow them to freely engage with the airplane. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to throw the airplane.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy—in this case the visual reinforcement that comes immediately from throwing the airplane.
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

Spaces with easy access to preferred items and activities.

Toy Rooms

Gross Motor Rooms

Sensory Rooms

Playgrounds/Outdoors

Arts & Craft Areas

Toy airplane (similar).

Bulk Glider Assortment - 72 pcs. | Oriental Trading

High Flying Fun: Take excitement to new heights with this assortment of colorful gliders.* Affordable Fun: This set includes 72 gliders in an ...

www.orientaltrading.com

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present stretchy worms/strings to the learner.
3. Gently prompt the learner to stretch the stretchy worms/strings. Model if necessary!
4. Learner should stretch the stretchy worms.
5. Allow access to other preferred items or allow them to freely engage with the stretchy worms/strings if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to stretch the stretchy worms/strings.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, tactile/visual/auditory reinforcement that occurs immediately after stretching the worms/strings).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities/table.
• Stretchy Worms/Strings.

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Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a ball or string of Play Doh to the learner.
3. Gently prompt the learner to stretch the ball or string of Play Doh. Model if necessary!
4. Learner should stretch the ball or string of Play Doh.
5. Allow access to other preferred items or allow them to freely engage with the Play Doh if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to stretch the Play Doh.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, tactile reinforcement that occurs immediately when they stretch the Play Doh).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities/table.
• Play Doh.

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present kinetic sand to the learner.
3. Gently prompt the learner to stretch the the kinetic sand. Model if necessary!
4. Learner should stretch the kinetic sand.
5. Allow access to other preferred items or allow them to freely engage with the kinetic sand if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to stretch the kinetic sand.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, tactile reinforcement that occurs immediately after stretching the kinetic sand).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities/table.
• Kinetic Sand.

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present stretchy worms/strings to the learner.
3. Gently prompt the learner to swing the stretchy worms/strings. Model if necessary!
4. Learner should swing the stretchy worms.
5. Allow access to other preferred items or allow them to freely engage with the stretchy worms/strings if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to swing the stretchy worms/strings.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, tactile/visual/auditory reinforcement that occurs immediately after swinging the stretchy worms).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities/table.
• Stretchy Worms/Strings.

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Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present Klakkers to the learner.
3. Gently prompt the learner to swing the Klakkers. Model if necessary!
4. Learner should swing the Klakkers.
5. Allow access to other preferred items or allow them to freely engage with the Klakkers if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to swing the Klakkers.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, tactile/visual/auditory reinforcement that occurs immediately after swinging the Klakkers).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities/table.
• Klakkers.

Klakkers - 12 per pack - SKU J26120

3 1/2 inch plastic mini klakkers are great for making noise. Perfect for celebrations and parties. Assorted colors as shown. 1400 E AVIS DR STE B MADISON HTS, MI 48071 248-583-9900

smalltoys.com

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Dip a bubble wand in bubble solution and present it to the learner.
3. Gently prompt the learner to wave the bubble wand so that bubbles are made.. Model if necessary!
4. Learner should wave the bubble wand.
5. Allow access to other preferred items or allow them to freely engage with the bubbles if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to wave the bubble wand.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, tactile/visual/auditory reinforcement that occurs immediately after waving the bubble wand).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities/table.
• Bubbles/Bubble wand.

Bubbles - 4 oz.

Previous Bubbles - 4 oz. Image Tap image to zoom Next Bubbles - 4 oz. Image Start by configuring your product then move to the product detail tabs. Product: Bubbles - 4 oz. Max Imprint Area: 2.25" H x 6.25" W Item Info Item #119584-4 Item #119584-4 Product Color Tooltip Click one of the color choices from the list.

www.4imprint.com

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Pull a stretchy worms/string apart so that the worm/string is stretched and tought like a rubber band.
3. Gently prompt the learner to strum or “twang” the stretched worm/string. Model if necessary!
4. Learner should strum/twang worm or string so that it gives off a visual and auditory vibration.
5. Allow access to other preferred items or allow them to freely engage with the stretchy worms/strings if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to “twang”/strum the stretchy worms/strings.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, tactile/visual/auditory reinforcement that occurs immediately after strumming the stretchy worms/strings).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present Sensy Band to the learner.
3. Gently prompt the learner to swing the Sensy Band. Model if necessary!
4. Learner should swing the Sensy Band.
5. Allow access to other preferred items or allow them to freely engage with the Sensy Band if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to swing/hit the Sensy Band.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, tactile/visual/auditory reinforcement that occurs immediately after swinging the Sensy Band).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities/table.
• Sensy Band.

Sensory Genius: Sensy Band | MindWare

Soothing textured silicone is the secret behind Sensy Band's ability to calm and focus the mind. The bright orange band is easy to "slap" on ...

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Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present marble and marble run.
3. Gently prompt the learner to roll the marble down the marble run. Model if necessary!
4. Learner should roll the marble down the marble run.
5. Allow access to other preferred items or allow them to freely engage with the marble run if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to roll the marble down the marble run.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, visual/auditory reinforcement that occurs immediately after rolling the marble down the marble run).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities/table.
• Marble Run and Marbles.

Super-Fun Marble Run - Master Set

Just drop a marble onto the tracks-then enjoy the ride! Children simply fit the rugged plastic pieces together to create action-packed marble mazes-complete with dips, drops, hairpin turns and more! Our open-ended builders fit together any way imaginable, so kids never run out of new courses!

www.lakeshorelearning.com

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a ball of Play Doh to the learner.
3. Gently prompt the learner to roll the ball into a string. Model if necessary!
4. Learner should roll the ball of Play Doh so that it resembles a “hot dog” or “string”.
5. Allow access to other preferred items or allow them to freely engage with the Play Doh if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to roll the Play Doh.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, tactile/visual reinforcement that occurs immediately when they roll the Play Doh).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities/table.
• Play Doh.

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present kinetic sand to the learner.
3. Gently prompt the learner to roll the the kinetic sand. Model if necessary!
4. Learner should roll the kinetic sand.
5. Allow access to other preferred items or allow them to freely engage with the kinetic sand if they want to. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to roll the kinetic sand.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy (that naturally occurring, tactile/visual reinforcement that occurs immediately after stretching the kinetic sand).
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

• Spaces with easy access to preferred items and activities/table.
• Kinetic Sand.

Research/Resources

• Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a ball that they can easily kick and put it at their feet.
3. Gently prompt the learner to kick the ball.
4. Learner should kick the ball.
5. Allow access to other preferred items or allow them to freely engage with the ball. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to kick the ball.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy—in this case the visual reinforcement that comes immediately from kicking the ball.
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

Spaces with easy access to preferred items and activities.

Toy Rooms

Gross Motor Rooms

Sensory Rooms

Playgrounds/Outdoors

Arts & Craft Areas

Ball.

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Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a magnifying glass to the learner and put it over an object they might be interested in looking at.
3. Gesture to have the learner look through the magnifying glass.
4. Learner should look through the magnifying glass.
5. Allow access to other preferred items or allow them to freely engage with the magnifying glass. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to look through the magnifying glass.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy—in this case the visual reinforcement that comes immediately from looking into the magnifying glass.
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

Spaces with easy access to preferred items and activities.

Toy Rooms

Gross Motor Rooms

Sensory Rooms

Playgrounds/Outdoors

Arts & Craft Areas

Toy magnifying glass.

Magnifying Glasses - 12 Pc. | Oriental Trading

What's Included: You get 12 magnifying glasses with assorted color handles in this set. * Colorful Design: These magnifying glasses are made of ...

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Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a kaleidoscope.
3. Gently prompt the learner to look through the kaleidoscope.
4. Learner should look through the kaleidoscope.
5. Allow access to other preferred items or allow them to freely engage with the kaleidoscope. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to look through the kaleidoscope.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy—in this case the visual reinforcement that comes immediately from looking through the kaleidoscope.
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

Spaces with easy access to preferred items and activities.

Toy Rooms

Gross Motor Rooms

Sensory Rooms

Playgrounds/Outdoors

Arts & Craft Areas

Kaleidoscope.

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Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a picture book.
3. Gently prompt the learner to look at a page or cover from a picture book.
4. Learner should look at the picture book.
5. Allow access to other preferred items or allow them to freely engage with the picture book. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to look through the picture book.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy—in this case the visual reinforcement that comes immediately from looking at the picture book.
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

Spaces with easy access to preferred items and activities.

Toy Rooms

Gross Motor Rooms

Sensory Rooms

Playgrounds/Outdoors

Arts & Craft Areas

Any Popular Picture Book.

i spy books - Google Shopping

www.google.com

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a noisemaker.
3. Gently prompt the learner to blow into the noisemaker (a model may be necessary).
4. Learner should blow into the noisemaker.
5. Allow access to other preferred items or allow them to freely engage with the noisemaker. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to blow into the noisemaker.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy—in this case the auditory reinforcement that comes immediately from the noisemaker.
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

Spaces with easy access to preferred items and activities.

Toy Rooms

Gross Motor Rooms

Sensory Rooms

Playgrounds/Outdoors

Arts & Craft Areas

Noisemakers.

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www.amazon.com

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present an ArtCreativity Trumpet.
3. Gently prompt the learner to blow into the noisemaker (a model may be necessary).
4. Learner should blow into the ArtCreativity Trumpet.
5. Allow access to other preferred items or allow them to freely engage with the ArtCreativity Trumpet. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to blow through the trumpet.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy—in this case the auditory reinforcement that comes immediately from the ArtCreativity Trumpet..
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

Spaces with easy access to preferred items and activities.

Toy Rooms

Gross Motor Rooms

Sensory Rooms

Playgrounds/Outdoors

Arts & Craft Areas

ArtCreativity Trumpet.

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Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a bubble wand with bubble solution on it so that it’s ready to be used.
3. Gently prompt the learner to blow a bubble (you may need to model).
4. Learner should blow through the opening in the wand so a bubble is formed.
5. Allow access to other preferred items or allow them to freely engage with the bubbles. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to blow bubbles.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy—in this case the visual reinforcement that comes immediately from the bubbles.
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

Spaces with easy access to preferred items and activities.

Toy Rooms

Gross Motor Rooms

Sensory Rooms

Playgrounds/Outdoors

Arts & Craft Areas

Bubbles and Bubble solution

Bubbles - 4 oz.

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Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a dry erase surface and a dry erase marker.
3. Gently prompt the learner to scribble anything on the dry erase service with the dry erase marker.
4. Learner should make any kind of mark on the dry erase surface with the marker.
5. Allow access to other preferred items or allow them to freely engage with the marker. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to color with the marker.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy—in this case the tactile and visual reinforcement that comes immediately from using the marker
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Research/Resources

Diversifying Reinforcers and Why it Matters

1. Allow the learner to freely engage with a variety of reinforcers.
2. Present a coloring book or blank page and a crayon.
3. Gently prompt the learner to scribble anything on the on the coloring book or paper.
4. Learner should make any kind of mark on the coloring book or paper with the crayon.
5. Allow access to other preferred items or allow them to freely engage with the crayon. Issue preferred social praise as well.
6. Fade prompt as learner demonstrates an independent ability to scribble on the page.

Additional Notes

• The goal of this program is to teach the learner how to gain access to the reinforcing aspect of the toy—in this case the tactile and visual reinforcement that comes immediately from using the crayon.
• If the learner does not exhibit an interest in the item, the clinician should take great care to stop running the program once the learner indicates that they’ve reached mastery level. Over-targeting the program might make this process punishing and the item more aversive for the learner.
• OR, this can be a great way to teach mands for escape. If the clinician does choose to present the item to the learner, the learner should be afforded the option to gently push the item away and/or mand for escape from it.

Materials

Spaces with easy access to preferred items and activities.

Toy Rooms

Gross Motor Rooms

Sensory Rooms

Playgrounds/Outdoors

Arts & Craft Areas

Crayon and Coloring Book.

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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.