A guide to reinforcement schedules in ABA

Reinforcement schedules, the “when” and “how often” of delivering rewards, hold immense power in influencing behavior. Understanding and using schedules of reinforcement in ABA therapy is key to shaping desired behaviors and maximizing client progress. But with a variety of options available, knowing when to choose each schedule can be challenging.

Beyond continuous: using intermittent schedules

Start by remembering the two broad categories: continuous and intermittent schedules. Continuous reinforcement (CRF) rewards every instance of the target behavior. While ideal for initial skill acquisition, it becomes impractical and unsustainable in most situations. Here’s where you’d consider intermittent schedules, where reinforcement occurs less frequently, leading to stronger, more persistent behaviors.

Exploring the options: fixed vs. variable schedules

Once you decide to shift to an intermittent schedule, there are ways to further divide it to meet each clients’ needs, such as fixed or variable:

Fixed ratio (FR): A fixed number of responses must occur before reinforcement. Imagine a ladder with a predetermined number of rungs. Each rung climbed (response emitted) brings you closer to the reward at the top (reinforcement). For instance, praising every 3 correct answers in a worksheet translates to an FR 3 schedule.

Key characteristics:

High and consistent response rates: Expect a steady climb up the ladder, with clients frequently emitting the targeted behavior in anticipation of the reward.
Short post-reinforcement pauses: Once the reward is received, clients quickly return to responding, eager to reach the next rung.
Ideal for: Establishing simple, frequently practiced behaviors like cleaning up toys or a simple series of commands.

Variable ratio (VR): The average number of responses required for reinforcement varies. Opposed to a ladder with a set number of rungs, picture a climbing wall with randomly placed handholds. You never quite know how many you’ll need to navigate before reaching the top (reward). This embodies the spirit of a VR schedule. An example would be praising your client for asking for help periodically, to reinforce the behavior, but not so much they become dependent on it. If you praised them an average of every 3 requests, that would be a VR 3 schedule.

Key characteristics:

Sustained responding: The unpredictable nature of the reward keeps clients engaged in the desired behavior for longer periods, as compared to fixed schedules where they might slow down after receiving reinforcement.
Promotes flexibility and resistance to extinction: The ever-changing reward pattern discourages reliance on immediate reinforcement, fostering long-term behavior maintenance.
Ideal for: Complex behaviors like completing homework or managing emotions, as it encourages independent engagement and adaptability.

Time-based rewards: fixed and variable intervals

Now let’s say you want to reinforce based on time elapsed and not activities completed (as previously discussed). Intermittent schedules can also be broken down based on fixed and variable time intervals:

Fixed interval (FI): Reinforcement arrives after a fixed amount of time, regardless of activity. For example, praising a client every 15 minutes during homework, even if they haven’t completed a certain number of questions or assignments. This would be an example of an FI 15 schedule in action.

Sustained responding: Encourages engagement throughout the interval, even during low activity periods. This is because the reward becomes “time-sensitive” rather than contingent on immediate action.
Promotes patience and waiting skills: Clients learn to anticipate the reward without constant reinforcement, fostering delayed gratification and self-regulation.
Ideal for: Behaviors requiring sustained engagement like active listening, participation in therapy sessions, or maintaining focus during independent work.

Variable interval (VI): The intervals for reinforcement availability will vary but must average out to a specific interval. An example, providing praise at random intervals throughout a play session, averaging every 5 minutes, corresponds to a VI 5 schedule.

Key characteristics:

Highly resistant to extinction: The unpredictable nature of the reward makes it difficult for clients to predict when it will come, preventing extinction bursts when it doesn’t arrive immediately.
Promotes generalization and long-term maintenance: Clients learn to emit the desired behavior consistently across diverse contexts, not just when they anticipate the reward.
Ideal for: Complex behaviors needing spontaneous expression like social communication, emotional regulation, or independent problem-solving skills.

How to choose the right reinforcement schedule

Remember, there’s no “one size fits all” approach to selecting a reinforcement schedule. It’s like finding the perfect hiking trail for your client – you need to consider the terrain, experience level, and desired outcome. Here’s a deeper dive into the factors that guide your decision:

1. Target behavior

Complexity: For simple, frequently practiced behaviors like saying “please” or washing hands, fixed (FR) schedules can be effective for initial acquisition and maintenance. For more complex behaviors like completing homework or social communication, variable (VR) schedules promote flexibility and resistance to extinction.
Frequency: If a target behavior needs to occur consistently throughout the day, like attending to instructions or staying calm in transitions, variable interval (VI) schedules may be suitable, as its effective across different settings (promotes generalization) and can be easier to maintain long-term.
Natural context: Consider where the behavior should occur naturally. Does the environment lend itself to predictable intervals (e.g., classroom breaks) or unpredictable occurrences (e.g., encountering friends)? Use schedules that align with the natural context for generalization.

2. Client characteristics

Learning pace: Clients who acquire skills quickly might benefit from starting with FR schedules followed by a swift transition to VR or VI schedules to avoid dependence on immediate rewards. For clients who learn at a slower pace, continuous reinforcement (CRF) might be necessary initially, followed by gradual fading to a more sustainable, fixed schedule.
Motivation: Highly motivated clients might thrive on VR schedules with the element of surprise, while clients with lower motivation might require the predictability of FR schedules initially. Observe individual preferences and adjust accordingly.
Frustration tolerance: Clients prone to frustration might struggle with unpredictable VR or VI schedules. Consider starting with FR schedules and only transitioning to variable schedules once frustration tolerance improves.

3. Program goals

Rapid acquisition: If the primary goal is to quickly establish a new behavior, FR schedules can be helpful. However, be mindful of potential extinction bursts when transitioning to less frequent reinforcement.
High response rates: For behaviors requiring continuous engagement, like active listening or participation in therapy sessions, FI schedules can maintain high response rates throughout the session.
Long-term maintenance: For behaviors you want to see in diverse environments, VR and VI schedules promote generalization and resistance to extinction, making them ideal for long-term maintenance.

Additional considerations

Availability of reinforcers: Ensure consistent access to chosen reinforcers to avoid delays or disruption in the schedule.
Client’s age and developmental level: Adapt schedules based on the client’s cognitive and emotional capabilities.

Monitoring and adjustments

Remember, schedules are not static! Collect data on response rates, extinction bursts, and overall progress, and use this data to inform adjustments:

Fading: Gradually increase the requirement for reinforcement (e.g., from FR 1 to FR 5) to promote self-directed behavior.
Shaping: Introduce more complex schedules in stages to maintain progress without overwhelming the client.
Individualization: Tailor the schedule to the client’s unique needs and responses.

Examples in action: putting theory into practice

Let’s say you’re helping your client learn to share toys. Initially, you might use FR 1 (praise each time they share) to establish the behavior. As sharing becomes consistent, you could shift to VR 5 (praise unpredictably after an average of 5 shared toys) to promote generalization. Later, you might introduce VI 10 (praise occasionally during playtime, with an average of 10 minutes in between) to encourage independent sharing across environments.

Helpful considerations:

Consult with experienced colleagues and supervisors for guidance.
Keep a record of successful schedule applications for future reference.
Never underestimate the power of clear communication with clients and caregivers about the use of schedules.

Bonus tip: leverage technology

To effectively use reinforcement schedules, it’s important to carefully track and analyze response rates, progress, and any changes made. Utilizing tools like Ensora Data Collection’s software can be extremely helpful in this process. It has a user-friendly interface for easy data entry, customizable graphing features to visualize progress, and it can automatically generate reports, saving valuable time. By combining technology with your knowledge of reinforcement schedules, you can better navigate behavior change, helping your clients reach their full potential.

To find out more about Ensora Data Collection’s capabilities, schedule a free demo of the software.