By learning more about your child’s behavior, you can help enhance your child’s learning and daily activities. In Applied Behavior Analysis (ABA) therapy, reinforcement is a process that increases the likelihood of a behavior occurring again. There are two types of reinforcement: positive and negative. The names can be confusing, but both aim to strengthen behaviors that support a child’s learning or participation.
The main difference between positive and negative reinforcement is what happens after a behavior. Positive reinforcement involves adding something desirable, while negative reinforcement involves removing or reducing something unfavorable. Both aim to increase the likelihood that a behavior will occur again.
What Is Positive Reinforcement in ABA Therapy?
Positive reinforcement occurs when something is added after a behavior, and the behavior is more likely to occur again. The extra reward can be praise, a favorite activity, a toy, attention, or any meaningful reward.
For example, a child is learning to request food with words, signs, or a communication device. The child asks for the snack, and the caregiver gives it to them. When the child is more likely to ask for snacks on their own in the future, the snack is a positive reinforcer.
Other examples include:
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Praising a child for putting toys in place.
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Giving a child time to play with a favorite toy after a learning task.
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Giving a child a high-five after they practice a new skill.
A reward only functions as reinforcement if it increases the likelihood of the behavior happening again. What works for one child may not work for another, so a sticker or verbal praise may be a good incentive for one child but not another. Caregivers should find out what each child really likes.
What Is Negative Reinforcement in ABA Therapy?
Negative reinforcement occurs when a behavior increases because something negative is removed or decreased, or something unpleasant is avoided. It isn’t a punishment. Behaviors are increased by the use of reinforcement in ABA, but punishment is intended to reduce behavior.
Imagine a child who finds an activity too loud. The child asks an adult for a break, and the adult assists the child to go to a quieter space. Removing the uncomfortable noise can reinforce the communication if this experience makes the child more likely to communicate in the future that they need a break.
Other examples include:
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A child asks for help with a hard task, and the adult makes the task easier.
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A child requests a sensory break, and the caregiver offers an appropriate, quiet place.
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A child expresses discomfort with a noisy activity, and the noise is decreased if it can be done without compromising the activity.
Negative reinforcement should not involve making something unpleasant contingent on a child’s behavior. Understand and react appropriately to discomfort.
Positive vs. Negative Reinforcement: Key Differences
Both procedures are designed to increase behavior but work differently.
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Positive Reinforcement |
Negative Reinforcement |
| This is about adding something that a child likes. | This removes something that a child doesn’t like. |
| For example, praising after completing a task. | For example, reducing noise if a child is disturbed by it. |
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Often involves praise, preferred activities, or access to desired items. |
Often involves relief from discomfort, demands, or unpleasant conditions. |
It’s the outcome, not the adult’s intent. The behavior must be more likely in the future for the response to reinforce it.
How Do You Know If Reinforcement Is Working for Your Child?
You don’t need instant results; you can look for small, consistent changes. Each child develops at their own rate, and for certain skills, it may be possible to measure progress in different ways.
You may notice the following signs:
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The behavior occurs more frequently. If your child starts asking for help more often following helpful support, this could be a sign that your child was reinforced.
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Your child becomes more independent. A child who previously required repeated reminding may be able to do a familiar task with less help.
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The skill is demonstrated in various contexts. If your child uses the same communication form across different skills taught in ABA therapy, it shows they are using the skill in more than one activity.
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Your child is interested and engaged. Observe if the child is willing and able to cooperate, express their wishes, and is comfortable participating in activities. Engagement is important, but it is not a stand-alone indicator of reinforcement.
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Progress is recorded over time. A therapist can document the frequency of the behavior, the amount of prompting required, and that the skill persists from session to session. A more informative way to look at patterns is over several days or weeks, rather than one session.
When progress is slow, the reinforcement might not be significant to your child, the objective might be too challenging, or other factors might be influencing learning. Discuss these concerns with your child’s therapist.
How Can Parents Use Reinforcement at Home?
Focus on one skill at a time, such as asking for help, getting dressed, or putting toys away. Choose something your child likes, or that will minimize your child’s discomfort.
Respond immediately after the behavior to make it easier for your child to link it to the behavior. If your child wants you to help them with a puzzle, then do so right away. Communicate clearly and use your child’s preferred communication method, such as gestures or communication devices.
Keep expectations realistic. Reinforcement should reinforce useful skills, not expect children to hide or inhibit harmless autistic behaviors or their needs. Don’t refuse a child food, comfort, communication, or other needs to get them to do what you want.
The CDC provides general information on autism treatment and interventions for further guidance; autism treatment and interventions need to be tailored to the individual’s needs.
What Are Common Mistakes When Using Negative Reinforcement in ABA Therapy?
Avoiding common mistakes parents make in ABA therapy starts with understanding how to apply reinforcement correctly without relying on compliance or distress:
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Mixing up reinforcement with punishment: Treating negative reinforcement as punishment rather than as removing an unpleasant condition to increase the behavior.
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Not considering the function of the behavior: Not considering what is happening to the child when they cry, avoid a task, or move away from an activity before deciding on an intervention.
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Distress to influence behavior: Using distress to make the desired behavior more rewarding, instead of ensuring that the child is safe and well.
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Not teaching functional communication: Withdrawing the demand without teaching the child how to ask for a break or assistance, or express feeling uncomfortable.
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Preemptively ending support: Ending breaks, accommodations, or support before the child can handle the task without support.
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Failure to take communication, autonomy, engagement, and emotional comfort into account: Focusing on compliance rather than well-being measures as the primary measure of success.
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Ignoring individual differences: Using the same approach without considering the child’s sensory needs, abilities, preferences, and circumstances.
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Not tracking outcomes: Does the strategy lead to an increase in the desired behavior, or does it negatively affect the child’s participation and well-being?
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Inconsistent procedures: This includes not coordinating with parents and other team members, making it harder to apply skills learned in one setting to another.
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Failure to discuss ineffective strategies: Not reviewing ineffective strategies, causing distress, and not reassessing and making changes.
Final Thoughts
Understanding positive and negative reinforcement is an important part of helping children develop meaningful skills. Focus on how each approach supports a child’s communication, confidence, and independence in everyday situations while respecting their individual needs, preferences, and learning pace.
Parents can start by observing which strategies work best for their child and discussing any challenges they are facing during ABA therapy. Regularly reviewing progress, making adjustments when needed, and practicing skills during everyday activities can help children apply what they learn beyond therapy sessions.
