Change of Schedule: Your Learner's Motivation Doesn't Happen On Your Time
In the dynamic world of behavior analysis, our clinical prowess hinges on several pivotal factors. As BCBAs, our primary focus encompasses not only selecting the right skills to teach as we aid in learner development and identifying problem behaviors for reduction, but also mastering the art of discerning the reinforcers and punishers driving behavior for each of our learners. Sometimes it’s pretty easy to identify a learner’s motivators. Other times, however, it might require a full-fledged dive deep into our learner’s past, unraveling hidden layers to truly understand and effectively intervene.
An aspect often under-appreciated in our field is the fluid nature of a reinforcer's value. To elaborate, even though your kiddo may love the iPad, it’s value actually fluctuates based on the context and circumstances. This change in value means there are probably moments when the iPad might not be valuable to the learner. Imagine a learner who has fallen asleep while playing with their iPad. At some point, fatigue takes over enough that the iPad’s value diminishes and the value of sleep takes over. Adept behavior analysts and RBTs not only recognize the myriad of variables that affect the iPad's desirability, but also grasp this transformation in value where things a kiddo normally loves moves from reinforcing to punitive under different scenarios.
One highly influential variable on every BCBA and RBT's radar is the factor of 'time.'
Like we talked about, the value of certain reinforcers often varies throughout the day. Take naps, for instance, which tend to be more reinforcing in the afternoon for some learners. Similarly, the appeal of quiet room away from peers may increase for a kiddo as the day progresses in a loud environment. This idea extends to the learner's daily routine as well—fewer tasks might equate to more enjoyment, as preferred activities take center stage.
This brings us to a fascinating point: learners don't just find specific reinforcers appealing, but they also find specific reinforcement schedules appealing as the environment changes and the day moves along.
For some learners, mornings bring a heightened ability to focus, almost as if they could concentrate for hours on end. During these early hours, they might even find challenging worksheets or programming tasks reinforcing. There's also a tendency for some to prefer more physically engaging, gross motor activities in the morning. The key takeaway here is that tasks often perceived as daunting or less preferred might actually become valuable to the learner (or at least less aversive), provided they are introduced and tackled at the opportune moment. Timing, as it turns out, isn't just about what we do; it's crucially about when we do it.
So, as BCBAs, it becomes crucial for us to figure out those times during the day when our learners are most receptive to new and challenging tasks, or those requiring additional effort. Conversely, it's equally important to recognize those consistent time periods when they're just not 'feeling it’ and they’re out of gas. To understand a learner, you have to know their reinforcers. To understand them at an even deeper level, you have to know when their relationship with those reinforcers begins to change and adjust accordingly.
So, you might consider implementing that thinner reinforcement schedule in the morning when the energy levels are high, and the center-based reinforcers feel novel and exciting. This is often the ideal time to introduce the most challenging or newest programming, capitalizing on the learner's fresh morning enthusiasm. Conversely, as the afternoon rolls in, it might be wise to shift gears a bit. Thicken that reinforcement schedule and focus on tasks that are more preferred and less demanding—often times this can include the generalization of mastered tasks or acquisition tasks that are approaching mastery altogether. In strategically timing our rate of reinforcement with more sensitivity, this ensures that we are not just teaching skills, but doing so in a manner that aligns with the learner's natural rhythm and receptiveness.
Big takeaways? Keenly observe and identify those moments when your learner is most enthusiastic about learning. If you discern a consistent pattern, it's crucial to adapt both the reinforcement schedule and the types of reinforcers used. However, don't stop at the surface…go hard. Ask yourself: What factors contribute to that morning energy you’re seeing? Is it the result of a good night's sleep and a nutritious breakfast? Could it be the infectious energy of the morning therapist compared to the afternoon one? Or perhaps it’s the fact that certain activities are more accessible in the morning—like an uncrowded playground—which loses its appeal in the busier afternoon hours?
Truly knowing a learner goes beyond just knowing their reinforcers and punishers; it involves comprehending the variables that influence the value and effectiveness of these reinforcers. When you master this level of insight, you don't just know your learner; you understand them in a profound, nuanced way.