ABSTRACT
This chapter explains the differences among the terms rewards, praise, and reinforcers, and identifies reinforcement as the primary agent of behavior increases. It describes how to introduce and use reinforcement-based procedures and circumstances under which praise may and may not function as a reinforcer. Reinforcement can also be categorized as positive or negative. Reinforcement occurs on a behavior-specific and individual-specific basis. Non-contingent reinforcement is particularly helpful when high rates of reinforcement prevent problematic behaviors from occurring. Effective use of class-wide or other group reinforcement strategies is possible, although it is worth mentioning again that reinforcement is child- and behavior-specific. The chapter discusses two specific strategies: independent and interdependent group contingencies. Interdependent group contingencies are different than independent group contingencies because reinforcers are provided to the group as a whole. The chapter also explains how the use of preference and reinforcer assessments is aligned with current recommended practices by national early childhood organizations.
