In part three of our conversation with BCBA Steve Ward, we continue our helpful and informative discussion about motivation. If you missed parts one and two, make sure you check them out. Steve’s been in the field since 1995 and has co-authored a total of five amazing books. We discuss the difference between prompting behavior and shaping behavior and knowing how to do both well is important. Here, Steve dives into the adjustment professionals need to make related to these two key processes and uncovers some of the nuances to help you discern between the two. Reinforcement sometimes involves a bit of creativity as motivation can look vastly different from child to child.

Steve and I have a discussion around intrinsic and extrinsic motivation, and he explains the difference between the two. Ideally, our learners are motivated to do things because they appreciate the process, which could involve a sense of pride or that they’re aware of their own progress. External motivators are outside of a natural inclination to complete a task, and although they’re not always ideal, sometimes they’re necessary. We can wish for our kids to be intrinsically motivated to do things, like clean their room, but it’s more practical to introduce external motivators instead of waiting around for that natural drive. In many cases, external motivators can be tapered off as the child comes around to being intrinsically motivated. For example, kids eventually realize that a clean room helps them feel more organized and accomplished and as they get older, they’ll be more inclined to do it naturally.

What’s Inside:

• Prompting vs shaping behavior and what professionals need to know.
• A discussion on intrinsic vs extrinsic motivation.
• How to deal with resistance to using external reinforcement.
• Steve’s opinion on token economies.

Mentioned In This Episode:
Just 7 Steps YouTube
Whole Child Consulting
Good Learner Repertoires on Facebook