Autism: Using Positive Reinforcement

Most human beings respond to positive reinforcement, but it is particularly important when working with children who have learning difficulties of any kind. Children with autism experience a high degree of frustration, and often exhibit distressing behaviors as a result. Imagine not being able to communicate your wants and needs effectively; or being in an environment which is too noisy, too bright, or too distracting. Think about being given a task at work or at home which simply overwhelms you, because you don't know how to do it, or even what is expected of you. Even the most "well-adjusted" adult has times when they feel like they want to shout or throw something. Normally, societal rules and conditioning keep us from acting on those impulses; but children with autism generally lack that sort of control. This is why positive reinforcement is so important.

Positive reinforcement is looked upon as "bribery" by some people. Not so. A true system of positive reinforcement includes presenting tasks and lessons which have been broken down into simple steps, allowing the child to experience small incremental successes while working toward a larger goal. Those small successes are, indeed, rewarded, but it doesn't necessarily have to be with candy or some other treat. The idea is to give the child a sense of self worth and accomplishment; so the first reinforcement should always be praise of some sort. With autism, it is often necessary for that praise to be accompanied by exaggerated gestures and facial expressions. The reinforcement must also be given immediately after the desired behavior, and never, ever, after an action which you are trying to eliminate.

You can help to make yourself the reward, if you maintain a cheerful attitude and try to keep things as routine and simple as possible. Do everything you can to make the teaching session as fun and interesting as possible, without overexciting the child.

Set yourself up for success by eliminating distractions in the work area, removing items which could be irritating or enticing (and these things vary by individual; sometimes an open window is enough to cause the child to lose focus) and keeping noise and interruptions to a minimum. Keep everything you will need at hand; having to get up and get something gives the child the opportunity to get up and run around the room, indulge in repetitive behavior, or distract someone else.

Use expressions that are encouraging if the child doesn't get it right. "No, that's wrong," becomes "oops, try again," or "that's a cow, show me the horse".

Don't forget to acknowledge good behavior as often as possible. If the child is normally disruptive, but has been sitting quietly for a minute or two, be sure and say "I like how you're sitting so nicely," or, "You're doing a good job paying attention". Spend time looking for things that you can compliment the child on; a seemingly small thing like keeping one's hands in one's lap can be a monumental task for a child with autism.

Of course, with younger children, tangible rewards are usually necessary. Still, you should give praise first, followed directly by the desired object; if food, preferably a small bit (like one grape), or a quick squeeze of a favorite stuffed animal. There should be several items that the child responds to or will "work" for; eventually allowing the child to choose among several things adds an incentive for the child to work on communication skills, whether by speech, or by signing, or by gesture or nod.

Remaining positive can be a daunting task when working with any group of children. On the other hand, it's a wonderful feeling when witnessing any child's success, however small. Look for any opportunity, and celebrate!