Behavioral Momentum essentially means to build up momentum to what you really want the child to do, by giving them easy tasks or demands, that they are highly likely to do first before presenting them with more difficult tasks. Instead of approaching the child with what you want them to do, you start with what they are most likely to want to do.
Chaining is a behavioral strategy used to teach students with autism complex behaviors by breaking them down into smaller sequential steps. One of two methods, forward chaining and backward chaining, is selected based on the nature of the task or the skill levels of the child.
Fading is the procedure of transferring stimuli as prompts to the natural stimulus. The goal is for students to produce correct responses and minimize errors when only the natural stimulus is provided.
The purpose of using reinforcement is to increase the frequency of a desired behavior occurring again under similar situations. As such, a reinforcer is the consequence of a behavior, leading to future occurrence. Positive reinforcement means the presentation of a consequence increases a behavior whereas negative reinforcement removes a negative stimulus to increase the occurrence of a behavior.
Rules and routines can prevent problem behavior by providing information about what to do in a certain environment. Students can benefit from rules and routines as structure alleviates their confusion across settings and activities throughout the day.
Shaping is a systematic process of reinforcing successive approximations to a target behavior. The technique is used when students need to learn new behavior. A teacher identifies the student’s behavior and provides reinforcement only for closer approximations toward the desired behavior, which is a terminal behavior of the shaping process. Shaping is especially useful when the desired behavior is difficult to learn by instruction, imitation, and verbal or physical cues.