Reinforcement and students with Autism Spectrum Disorder Paper
Writing
Question 1:What do you view as the critical issue in incorporating reinforcement while working with students with ASD?
Question 2. Please include how we can get the IEP team all on the same page with your thoughts on reinforcement ideology.
Review The Autism Society of America website.
http://www.autism-society.org/
Respond to student discussion board:
(Jenn) A critical issue in incorporating reinforcements while working with students with ASD is the cognitive ability of the student. The student needs to be able to understand and be able to do the behavior. Another issue is that can the reinforcer be delivered every time and promptly. We all know how busy it can be in a classroom so if the reinforcer will not be able to be carried out every time it will probably not be successful. Students with ASD need a consistent schedule that is followed by all staff (Aspy & Grossman, 2012). Biological and sensory issues are also crucial in incorporating reinforcements because they may address needs the student is missing or seek these inputs.
(Leah) Reinforcement systems: An intervention being put in place to help decrease or increase a wanted behavior.
Natural reinforcer’s ex: Rewarding the child for going to the bathroom or eating his food. Natural / normal daily things.
Differential reinforcer’s ex: A child who bites himself when frustrated or upset during a transition period could be rewarded when this behavior does not occur.
How does a reinforcer still have value? According to Aspy and Grossman (2012), “Without reinforcement, there is no intervention. The ZM emphasizes the careful selection and use of reinforcement and is designed to avoid and discourage punitive approaches. The Reinforcement Level helps to set the stage for effective use of structure and visual supports and to make learning and maintaining skills at later levels possible. The value of a reinforcer may change over time. In general, fresh or novel items have greater reinforcement value than familiar items” (p. 215).
Aspy, R., a
