Friday, March 22, 2024

Around Town Round Up: Immediate Reinforcement Options

Generally speaking, typically developing children will respond to many different types of reinforcers. However, one of the hallmarks of autism is that autistic individuals are often not motivated by customary rewards. Additionally, their interests may be narrow. This can pose challenges in the classroom because all individuals require motivation to obtain new skills. A child who is motivated to work with you is far more likely to acquire more skills and at a faster rate, than if they are not motivated to work with you. 


In addition to considering the type of reinforcement, it is essential that teams consider the schedule of reinforcement. For many emerging learners, reinforcement needs to be delivered immediately to clearly communicate to the student that they have demonstrated the target skill. For example, a child sits down at their desk and is immediately given a goldfish cracker and verbal praise such as "good sitting". 

In today's Around Town Round Up we will provide a variety of reinforcers that can easily be used for immediate reinforcement. 





Edible Reinforcement
Edible reinforcement is one of the most popular, yet controversial, reinforcers. 

Rylie Jarrett
Stevenson Elementary, Mad River

Rebecca Leak
Northwood Elementary, Northmont



Pros: 
  • often one of the strongest reinforcers
  • can easily be controlled 
  • easy to reinforce immediately
  • can meet student sensory needs for oral or proprioceptive input
  • typically very portable
Little Miss Kim's Class
Cons:
  • if an autistic child has limited food preferences, it is not appropriate to limit their access to this food so that you can use it as a reinforcer
  • immediate reinforcement with edibles can lead to satiation or fullness
  • difficult to implement for individuals with restricted diets or medical concerns 
  • some students may take medication that can interfere with their ability to regulate their appetite
  • foods that are used as rewards are typically high in sugar, fat and salt with little nutritional value and can play a role in establishing children's preference for unhealthy foods

If you choose to use edible reinforcement, we recommend: 
  • getting parent permission
  • using only the amount necessary to be effective (i.e. cutting a fruit snack in half, breaking a pretzel stick into pieces, using mini-M&Ms or Starbursts)
  • looking for a variety of edible reinforcement options to include healthy foods
  • pairing edible reinforcement with social reinforcement so that eventually it's use can be faded
  • developing a plan for fading reinforcement to replace it with social reinforcement, other tangible items, or implementing a token system. 
  • reconsidering use of edible reinforcement if other types of reinforcement are equally motivating

Tuesday, March 19, 2024

Organization Station: Structured Work System Myths and Mistakes

One of our favorite strategies for communicating clear expectations to students during task times is the Structured Work System. In fact this is one of our most recommended strategies and some of the most commonly loaned materials from our ACT Lending Library. 

However, because this is one of our most commonly recommended strategies, we have certainly encountered some common myths and mistakes when implementing it. Today's Organization Station will clear up any myths and help to remedy mistakes to assist teams in implementing this great strategy more effectively. 



Myth #1: You Have to Have A Designated Structured Work System Station in the Classroom 

Some teams are hesitant to implement structured work systems because they don't feel they have enough room for a structured work system station. We have seen many teams have success with portable structured work systems such as: 

  • rolling carts

Anjie Rose
Schnell Elementary, West Carrollton


  • binders
Laurie Maravetz
Schaefer Middle School, Springfield


  • folders
Lisa Bauer
Northmont Middle School, Northmont


  • table top drawers
Heather Wessels
Greenon Preschool, Greenon


  • or even students traveling to get tasks and then returning to their desks. 
Rylie Jarrett
Stevenson Elementary, Mad River

Jackie Vollmer
Driscoll Elementary, Centerville



An added benefit of some of these more portable systems is they can travel with the student to different classrooms or related service sessions! This student did so well with his structured work system that he was even able to use it on the playground to redirect eloping behaviors!



Myth #2: Structured Work Systems Have to Be Used Independently

Structured work systems are an excellent way to set up work for students to complete independently because the format is predictable and easy to follow. However, this also makes it an excellent strategy to implement during group or 1:1 time! 

Heather Clark
Saville Elementary, Mad River


We often recommend using a 1-2-3 work structure for all work times throughout the day so that students know every time they need to work they have to follow the same schedule. This greatly reduces escape behaviors and increases environmental predictability. 

Genevieve Harvey
West Carrollton ECC, West Carrollton

Heidi Horner
Nevin Coppock Elementary, Tipp City/Miami County ESC


In large group settings, a written structured work system can be just as effective for communicating expectations to the whole class. 

Caitlyn Imhoff
New Lebanon Middle School, New Lebanon


Myth #3: You Can Only Use Task Boxes for Structured Work Systems

Many teams get nervous when we recommend structured work systems because they envision needing to create a great deal of additional materials and work tasks. Although task boxes can be one type of task used in a structured work system, we assure you that literally ANY task can be used including:

  • file folders
Jenna Fitch
Demmitt Elementary, Vandalia


  • velcro boards
Jenna Fitch
Demmitt Elementary, Vandalia


  • puzzles
Jackie Vollmer
Driscoll Elementary, Centerville


Heather Wessels
Greenon Preschool, Greenon


  • vocational tasks
Brittany Wendling
Valley Elementary, Beavercreek

Libby Wasserman
Springfield High School, Springfield


  • worksheets
Julia Spencer
Fairborn Primary, Fairborn

Brittany Wendling
Valley Elementary, Beavercreek


  • computer work
Cassandra Hebauf
Northmoor Elementary, Northmont

  • fine motor tasks
Jackie Vollmer
Driscoll Elementary, Centerville


Jenna Fitch
Demmitt Elementary, Vandalia

Debi Gnau
Mad River ECC, Mad River

Jackie Vollmer
Driscoll Elementary, Centerville



  • books
Rose Jepson
Northridge Elementary, Northridge

Unique Learning System

Jamie Minnish
Prass Elementary, Kettering


  • sensory activities
Allysson Leapley
Tipp High School, Tipp City

Heather Balkcom
Springcreek Primary, Piqua

  • art projects
Debi Gnau
Mad River ECC, Mad River


Myth #4: Each Drawer/Bin Needs A Separate Task

When students are first learning the structured work system and are working to build their time on-task stamina, they may need a single task divided up in their structured work system. 

Amanda McCormick
Driscoll Elementary, Centerville





Now that we have reviewed some of the myths, let's look at some of the common structured work system mistakes and more importantly how to avoid them! 

Mistake #1: Putting Too Much Work in a Single Drawer/Bin

Often the purpose of a structured work system is to clearly communicate work expectations to a student. They know that they have to do the set sequence of work and then they are finished. However, at times we will see staff use the structured work system as storage for all of the students' tasks for the day or even the week! This can be extremely overwhelming because some students may look in their drawer or bin and see a whole stack of work and become agitated. This can often lead to escape behaviors even if staff tries to explain they only have to do one of the tasks in the drawer. 

We know organizing work for the structured work system can be a challenge. We love this idea of having a separate drawer system to organize assignments that can easily be accessed and placed in the bins when needed. 


Rose Jepson
Northridge Elementary, Northridge


Mistake #2: Giving Up on Implementing the Structured Work System Too Soon

Like any new strategy, the structured work system can take time for the student to get used to especially if they are used to engaging in escape behaviors to avoid work tasks. It can take 4-6 weeks of consistent implementation of a support to determine true effectiveness. Some ways to increase success can include:

  • Reduce the task expectations. As we mentioned earlier in this post, you can use a single task and break it up between all three drawers to build positive momentum and teach the system. 
  • Incorporate special interests by using special interest icons or preferred activities as work tasks. For example, instead of using numbered 1-2-3 icons on the bins, you can use Paw Patrol or Pokemon icons. And instead of having worksheets in each bin, you can start with a favorite puzzle or even a fun activity like Mr. Potato Head. 
Sarah Janosik
Tipp High School, Tipp City/Miami County ESC

Wendy Sondergaard
Rushmore Elementary, Huber Heights

Cynthia Resch
Learning Center West, Montgomery County ESC

Carrie Prickett
Jane Chance Elementary, Miamisburg

Debi Gnau
Mad River ECC, Mad River

Jackie Vollmer
Driscoll Elementary, Centerville


  • For some students, you may want to incorporate reinforcement for every drawer/bin completed to build positive momentum. 



Beth Young
Snyder Park Elementary, Springfield


  • Some teams give students shared control by allowing them to choose the order in which they will complete their work tasks. They present the tasks and let the students place them in the bins or drawers in their own order. 

Jared Taylor
Simon Kenton Elementary, Springfield



Mistake #3: Undoing Student Work In Front of Them

This devalues the student's efforts. And it can also teach the student to undo their work which is troublesome if at any point you are having them work independently and you want to check their work later. Part of teaching the structured work system should be having a clearly defined finished location for the student to place finished work so it can be checked and reset later. 

Peggy Ristau
Brookville Intermediate, Brookville

Heidi Horner
Nevin Coppock Elementary, Tipp City/Miami County ESC


Vince Lintner
Miamisburg High School, Miamisburg

Sara Moore
Bell Creek Intermediate, Bellbrook

However, don't forget to reset the work before the next time you put it in the structured work system! It can be very frustrating for students to see you take apart the task immediately before they have to put it back together. 


Mistake #4: Forgetting to Incorporate Reinforcement

Many students who engage in escape behaviors are often tangibly motivated. Meaning they want to escape schoolwork to do what they want to do. Allow students to choose what they want to work for prior to working. Then, place an icon on their structured work system work strip and/or place the reinforcing item in a 4th bin at the end of the structured work system to clearly communicate when all of the structured work tasks are done, then they will get their tangible item or activity. 

Rose Jepson
Northridge Elementary, Northridge

Brittany Wendling
Valley Elementary, Beavercreek

Taylor Ruef
Stevenson Elementary, Mad River


Tammy Flanegin
Enon Primary, Greenon

Taylor Ruef
Stevenson Elementary, Mad River

Heidi Horner
Nevin Coppock Elementary, Tipp City/Miami County ESC


Heidi Horner
Nevin Coppock Elementary, Tipp City/Miami County ESC


Molly Stanifer & Michelle Barnhart
Bell Creek Intermediate, Bellbrook

Mistake #5: The Student Doesn't Interact with the Work Strip Or Uses an Incorrect Sequence

For most students, we recommend a matching structured work system. The steps of a matching structured work system include:

  1. Take the first icon off the work strip. 
  2. Match it to the corresponding bin/work strip.
  3. Take out the work. 
  4. Complete the work. 
  5. Put completed work in the finished location. 
  6. Repeat sequence for second icon. 
  7. Repeat sequence for third icon. 
  8. When all icons are removed from the work strip and all of the work is completed, the final icon on the work strip should be the reinforcer as explained in Mistake #4. 
Heidi Horner
Nevin Coppock Elementary, Tipp City/Miami County ESC

This is a great video illustrating the sequence: