Consistent reinforcement is often dependent on the child or disabled person not attaining the reinforcer when he has not met your goal or targeted appropriate behavior. If he is able to steal or grab the item without permission it is impossible for the parent or teacher to be consisent in reinforcing only appropriate behavior displayed. Some places or methods you might use to secure your reinforcers are included in the following.
1. Place items that are reinforcers such as electronic devices or edibles such as cookies high enough so the child or person you are motivating cannot reach it (ex. on a high shelf in the kitchen) until the appropriate behavior targeted is disabled.
2. Wait until the child goes to sleep and then remove the item earned the previous day and place it in a place the child is not aware of. 
3.  Place items such as cookies, chips, gummy bears that are not easily perishable in a car or trunck of a car. You can use a cooler if needed. Then lock the car after you get out so that the person (ex. child) cannot attain the items without you opening the car trunk. 
4.  Have you items in a token store which is a cabinet or a closet with shelves and a lock on the closet or cabinet so unauthorized access can not be attained until the target behavior has been achieved.
5.  If you are working with a child directly and holding the reinforcers store them in your pocket in a package or plastic bag or wear a pouch with a pocket to store the reinforcers more securely then just placing them on the table you are sitting at with the child. 
6.  You can use coupons for activities which is more secure or token chips to exhange later! 
The above methods will assist you to ensure less conflict over when he has earned the reinforcers and more consistant reinforcement which result in higher rates and speed in learning for your child!

When planning the reinforcers in your child's' day one should be careful to make sure they all work together.
Including a reinforcer for good behavior the entire day, reinforcers for specific behaviors and long term reinforcers.  When designing a program each of these should compliment each other. If you are reinforcing one behavior then the overall behavior for the day should not occur if a tantrum occurs for example while setting the table for a reinforcer. If you accidentally reinforce inappropriate behavior it may lead to the inappropriate behavior continuing to occur or even occurring more frequently. 

Click on the link below for the article about my father a famous Psychologist in the Operants Newsletter 
Here is the link to the Operants: http://www.bfskinner.org/wp-content/uploads/2014/03/OPERANTS_Q1_2014.pdf. 

http://archive.weinetwork.com/shows/BrainMatters/Brain%20Matters022614-LindaMeckler-Azarin.mp3

People often believe that attractiveness is an advantage in the world.  However, there are times when attractiveness can be an a benefit to your child and other times it is a disadvantage in the world we live in. Below are some things to consider about your childs appearance in relationship to progress and learning in our society.

Appearance for example might be an advantage in many instances. 
1 For example, your child might be chosen first for a game. 
2. Many teachers or people in general might give more attention to the "attractive" child over an "unattractive child. 
3. People sometimes assume that an attractive child is more intelligent then he actually is just based on the initial first visual impression rather than performance. 

Appearance that is attractive could be a disadvantage in the following instances. 
1.  Teachers or parents may not be as consistent in applying consequences when a child is attractive compared to a child that is not attractive.  The teacher or might say to themselves in the case of an attractive child- "wow he is so cut maybe I will let him eat the cake anyway!"
2.  The child might be preoccupied with her own appearance compared to others and not attend to tasks. 
3.  The child may start to think they deserve more advantages then others or are "entitled" to certain priviledges and stop working as hard or feel upset when others earn things that they feel they are "entitled" to. 
4.  A child that is attractive may receive more reinforcers then they should for a minor tasks and may not be as motivated to complete more complex academic tasks. 

In general, it appears that perhaps children are better off with average or not to attractive appearance since they may receive more consisant and reliable reinforcers for the behaviors they perform. Parents should consider this about their childrens' appearance and its influence on learning  in the morning when they are dressing or grooming their children! 

Many parents or caretakers do not realize that sharing and teamwork can actually be reinforced and learned based on numerous research studies.  Teaching your children to work as a team and to share will reduce the behavior problem frequency in the future that the parent will have to address in the home and at school! The following are some ideas on how to encourage these skills. 
1.  One idea is to reward your children for working or playing with no tantrum or behavior problems. For example, if they are playing a game give social praise or a snack only on days they work together or play nicely! 
2. Practice giving the something and telling them they can have that item  (such as a cookie) only if they share it with their siblings.
3.  Encourage children to take turns playing with a toy when they both want to play with it.  You might even suggest they discuss it and come to some agreement about the use of the toy.
4.  Purchase stories  that include the theme of sharing or teamwork and discuss the story after reading it together.
5.  Point out to your children when other people display team or sharing skills. For example, if someone picks up something that someone drops compliment the action by saying " wow what a gentleman he helped that woman!" 
6.  In the evening roleplay and discuss how people work together or play together at school or in the community. 
7.  Play alot of games with your children and focus on good sportsmanship, complimenting each other on playing skills, taking turns, talking nicely to each other and manners. Praise these skills when the occur during the game!
Developing these social skills of teamwork and sharing will probalby lead to many happy experiences when your child is with another person or a group and a happier life! 

Parents or even caregivers with other children in the home sometimes forget about the other children in the home. It is important to keep in mind that the other children should be considered along with all factors in the home of a child with special needs. The following are some ideas that will optimized the effectiveness of your treatment package through the inclusion of the other children in the home. 
1.  Any reward program should be available to all the children in the home. If you child with special needs is receiving a token or reward system then include all children in this program. By including everyone the children all feel they are treated equally and will not feel resentment or anger towards the child with special needs when they receive reinforcers such as a cookie or an outing.  If the other children are resentful or angry that might result in more aggression and aggitation or non-compliance from the child with special needs. 
2.  When consequences such as loosing an outing occurs then you have a choice of either having both children loose the outing or making sure the child with good behavior gets some alternative reward.  The most important factor is that the child with special needs realizes he earns the outing only after good behavior.  In the case where the other child is good it is usually better to have both children loose the priveledges since that way the child without special needs may help his brother to avoid having tantrums in the future.  However, it can also be helpful to have the special needs child see the other child get the reinforcer for good behavior. Either method is useful. Parents should try to see which method results in more improvements in the children's behavior. The only crucial factor is that the consequence of not earning it for the special needs child is implemented consistantly.
3.  If the child with special needs requires alot of doctor appointments it may be helpful to take the other child with you and see the doctor for a general check-up or any minor issues they have. This will help to include him and avoid the situation in which the "normal" child is not getting as much attention and time from the parents. This can also be accomplished by offering another fun activity for the "normal" child while his sibling is at the doctor office. 
4.  If the child with special needs has special equipment such as ipad or toys it is good to provide the "normal" child with some other equivalent toy or equipment while working with the special needs child. What often happens is parents focus on teaching the special needs child something on the computer and the "normal' child begins to tantrum and resent the special needs child. This can be avoided by having similar alternative equipment or taking turns with the equipment you do purchase for the special needs child. 
5. If the "normal" sibling is able to understand the parent can ask him to help teach his brother something. This is useful since they can facilitate even more learning and even run some of the reward programs you have set-up for the special needs child.  A general description would be useful of what you are trying to teach his brother.  Try to avoid any negative statements about how smart he is and focus on just learning new things.  Always praise the "normal" child for helping by saying things like " you are so helpful you taught your brother to sing the alphabet!"

Generally, including the other siblings needs and assistance can promote faster progress for you child. The siblings are part of the family system and the enviorment that the special needs child lives in and can contribute to teaching and progress of your child with special needs.  If they are not considered or addressed it can actually slow the learning progress. All family members should be a part of the treatment plan!

Parents and Caregivers often become frustrated with clients or their own children. This occurs even more often when working with children with behavior problems or diagnosis such as autism.  The following are some tips for handling stressful days!
1.  Parents and Caregivers should plan time to take breaks from teaching and relax. Parents can do this by hiring a babysitter, having time for walks, taking deep breaths, relax each muscle systematically in your body,  count to ten or baths to relax. Time for yourself is important to keep your balance when dealing with difficult behavior problems.
2. Incorporate time for teaching your children into your routine so that you can accomplish errands and not become overwhelmed with activities in your day.
3.  When you realize you are feeling tired or stressed a quick trip to the bathroom, drink some cold water or other drink or to relax in a soft chair may help you to cope with a stressfull situation.  After you are calm then return to the situation and things will be easier to resolve. 
4.  If you child does something upsetting in a public place you may have to work on this problem at a later time. Perhaps roleplaying difficult situations after dinner or brainstorming theses situations will help you to avoid these upsetting situations in their future.
5.  Parents or caregivers can change a stressful situation into an appropriate one by simply changing the subject.  For example, the parent might say wow  look at the rain outside it is really pouring or I can't find my cellphone can you help me find it. 
6.  Parents can have cue words for their children that they say when they are getting upset so the child is aware and can avoid a big argument. Parents might say for example "use your words and ask me what you want". This is a good cue or reminder for the child and this can result in a more appropriate or less upsetting interaction with the parent. 
Parents and caregivers must realize that their own behavior can escalate a problem. By making efforts to relax, change the subject or talk about similar situations (role play) later you can reduce the number of situations that upset you and your child in the future. 

Children with no problems and children with disabilties or diagnosis such as autism or ADHD often have problems while getting a haircut.  A haircut can be a fun activity if preventative techniques and the environment is structured to encourage appropriate behavior. The following are some tips to consider in order to have a good experience with your child and his hairdresser! 
1. The first steps begin before you go to get the haircut. Prepare you child by describing what will occur at the hair dresser.
2. Also, include what reinforcers they will earn while at the hairdresser and afterwards. For example, if the hairdresser has cookies or chocalate available you can let them know they can have access to any treats as long as they are behaving nicely, not crying and co-operating with the hairdresser by sitting still. 
3. Always plan a reinforcer for after the haircut. This should be individualized for your child. if they enjoy an outing you might take them to lunch or the mall. The parent should evaluate his child and decide on a very strong reinforcer to give the child after the hair is done. 
4.  As usual always use social praised during the haircut. For example, you might say "you are such a gentleman you are sitting so nicely for the hairdresser". 
5.  You can point out the good reasons for sitting still. For example, you can tell your child that if he sits still his hair will look better and the kids at school will like his hair.
6.  During the haircut you might give the child a toy or computer or cellphone to use while getting the haircut this will distract him and relax him during the process. 
7.  During the shampoo also praise your child, encourage the woman who shampoos his hair to massage the scalp and make it a very happy pleasant expereince with plesant conversation. 
8.  Always test the water before the shampoo on your hand, or the shampoo person can do this, to assure that the water is not to hot or not to cold.
9.  Make sure the chair is adjusted to the right hight and position so the child is comfortable or provide a booster seat if necessary. 
10. Try to include the child in the plan for how to cut the hair so that they feel in control of the situation and they feel their rights are respected. 
11. Finally, make sure your child is feeling well the day he goes to the hairdresser. Try to go when he is not overly hungry, tired or sick.
Parents or caregivers should realize that using some of these small tips may be the diference between a pleasant haircut and a big tantrum or problem at the hairdresser.