Schedules of Reinforcement in ABA: A Parent’s Guide to Making a Plan at Home With Your Team

In the world of Applied Behavior Analysis, one of the most important ways we support learning and behavior change is through reinforcement. Reinforcement is anything that comes after a behavior and makes it more likely to happen again. It might be praise, a favorite toy, a snack, or even something as simple as a smile. But in ABA, it is not just about what we use to encourage behavior. It is also about when we give that reinforcement. That is where a schedule of reinforcement comes in.

A schedule of reinforcement is a plan that explains how often a child will receive a reward or positive response after showing a specific behavior. These schedules help guide how we teach new skills, strengthen behaviors we want to see more of, and make sure those behaviors stick over time. When parents understand how reinforcement schedules work, they can use these same tools at home. And when parents, Registered Behavior Technicians, and BCBAs work together to create a consistent plan, the results can be powerful.

Understanding reinforcement schedules does not have to be complicated. It starts with knowing the two main types: continuous reinforcement and intermittent reinforcement.

Continuous Reinforcement

Continuous reinforcement means giving a reward every single time a behavior happens. For example, if a child says “help please” to request assistance, and the parent gives help every time they say it, that is continuous reinforcement. This is very useful when teaching brand new behaviors, because it helps the child learn the connection quickly. But while it works well in the beginning, it is not something we can keep up forever. If reinforcement is given too often for a long time, the behavior may stop as soon as the reinforcement does.

Intermittent Reinforcement

That is why we often move to what is called intermittent reinforcement. This means the child gets reinforcement only some of the time after the behavior. Intermittent reinforcement is more natural and better for helping behaviors last. It also teaches patience, persistence, and independence. There are several types of intermittent schedules, and each one has a slightly different effect on behavior.

Fixed Ratio Schedule

A fixed ratio schedule gives reinforcement after a set number of correct responses. For example, a child may earn a sticker after completing three chores. The number is always the same, so the child knows what to expect. This kind of schedule encourages fast, steady work, especially when the reward is something the child values.

Variable Ratio Schedule

A variable ratio schedule gives reinforcement after a changing number of correct responses, but with an average over time. A child might get a reward after two responses, then five, then four, then six. The child does not know exactly when the reward will come, so they stay motivated to keep responding. This schedule builds very strong behavior and is often used when the goal is long term independence.

Fixed Interval Schedule

A fixed interval schedule gives reinforcement for the first correct response after a set amount of time has passed. For example, a parent may check in and praise their child for playing quietly every five minutes. If the child is not playing quietly at that time, they do not get praise, and the timer starts over. This schedule works best when trying to help a child stay on task for a period of time.

Variable Interval Schedule

A variable interval schedule is similar, but the amount of time changes. Reinforcement comes after different lengths of time have passed, but there is an average amount overall. This keeps behavior steady and is useful when we want the child to continue a behavior like working independently, cleaning up, or waiting for their turn.

Schedule Thinning

Each type of reinforcement schedule serves a different purpose. When you are teaching something brand new, continuous reinforcement is usually best. Once the skill becomes stronger, the BCBA may suggest moving to one of the intermittent schedules. This shift is called schedule thinning, and it helps the behavior become more natural and more likely to last without constant rewards.

Reinforcement Schedules at Home

Parents can play an active role in using reinforcement schedules at home. In fact, generalizing these skills outside of the therapy setting is one of the most important parts of ABA. Generalization means the child can show the behavior in different places, with different people, and at different times. If your child only shows the skill in the clinic, it is not truly mastered. That is why bringing these strategies home makes such a difference.

You Are Not Alone - We're Here to Help

To get started, your BCBA will help you decide which behavior to work on. This might be something like asking for help, staying calm during transitions, or following a simple direction. Together, you will choose a reinforcement schedule that matches your child’s needs and the situation at home. You will also decide on what kind of reward to use. This is called a reinforcer, and it should be something your child really enjoys. BCBAs often do preference assessments to figure out which items or activities your child likes the most.

Once the plan is in place, your team may give you tools to help, such as a token board, a timer, or a visual schedule. These are all ways to show the child when reinforcement is coming and help them track their own progress. Your RBT might model how to use the schedule during a session or give you coaching during parent training. The goal is for you to feel confident applying the same plan during your regular routines.

As you use the reinforcement schedule at home, you may notice changes in your child’s behavior. They might start following directions more quickly or show more independence. Be sure to share what you see with your BCBA. If something is not working, or if your child’s preferences change, the team can make adjustments. Reinforcement plans are meant to be flexible. What works today might need to change in a few weeks, and that is completely normal.

One thing to watch out for is thinning the schedule too quickly. If you stop giving reinforcement too soon, or if the reward is not as meaningful, the behavior may fade away. Always follow your BCBA’s guidance when changing the schedule. They will use data to decide when your child is ready for the next step.

Be Consistent

Another common challenge is being inconsistent. If reinforcement is sometimes given for one behavior and sometimes for another, the child may become confused. Or if the behavior plan is only used with one caregiver but not others, it may lose its power. This is why it is so important for everyone involved—parents, siblings, teachers, and therapists—to follow the same plan as closely as possible.

Creating a home reinforcement plan that fits your family’s lifestyle makes it easier to be consistent. The plan should be simple and clear. For example, it might say that your child will earn five tokens for every completed task, and once they have all five, they can choose a reward. Or it may say that every ten minutes of appropriate play earns access to a preferred toy for five minutes. The plan should also include a way to track progress. Some families use sticker charts, checklists, or even just a notebook to record when the behavior happens and how the child responds.

Stay Positive

Talk with your BCBA about how to introduce the plan to your child. They may suggest using a social story, visual supports, or role play. The more your child understands what to expect, the more likely they are to succeed. And remember to keep things positive. Reinforcement should feel rewarding and encouraging, not like a demand or a test.

It's Not About Control - It's About Building Trust

Reinforcement schedules are not about bribing or controlling behavior. They are about helping children learn how their actions connect to outcomes. When used with care, schedules of reinforcement build trust, support skill development, and encourage growth. And when parents and professionals work together, the impact reaches beyond the therapy room and into everyday life.

Working with your BCBA, you can build a plan that fits your family and supports your child’s progress. If you are ever unsure about how to apply the plan, ask questions. If you notice new behaviors or shifts in your child’s responses, share them with the team. Open communication keeps the plan effective and ensures that your child continues to make progress.

It's More than a Technique - It's About Relationship

Reinforcement is not just a technique. It is a relationship. When your child knows that their efforts will be recognized, and that the people around them are paying attention, learning becomes more joyful and more meaningful. By understanding schedules of reinforcement and using them consistently at home, you become a key part of your child’s success.



References

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.

Hanley, G. P., Iwata, B. A., & Thompson, R. H. (2001). Reinforcement schedule thinning following treatment with functional communication training. Journal of Applied Behavior Analysis, 34(1), 17–38. https://doi.org/10.1901/jaba.2001.34-17

Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A review and practical guide. Behavior Analysis in Practice, 1(1), 16–23. https://doi.org/10.1007/BF03391718

Vollmer, T. R., Marcus, B. A., & Ringdahl, J. E. (1995). Noncontingent reinforcement as treatment for severe problem behavior: Some procedural variations. Journal of Applied Behavior Analysis, 28(1), 15–26. https://doi.org/10.1901/jaba.1995.28-15