#1 ABA in Real Life: What is Reinforcement?

Whether you’re a parent, teacher, or just someone curious about how behavior works, chances are you’ve heard the term “reinforcement” tossed around—especially in the context of supporting children. But what does it really mean?

Let’s break it down in a way that’s practical, relevant and grounded in everyday life.

Why Reinforcement Matters

Reinforcement isn’t just a tool used to “manage behaviour.” It’s a core process that quietly shapes our daily actions, choices, and development—often without us even realizing it.

Understanding how reinforcement works in your own life gives you powerful insight into how to support children with consistency, clarity and consideration for individual difference. You start to recognize what truly motivates behavior—not just in others, but in yourself.

So, What Is Reinforcement?

In ABA (Applied Behaviour Analysis), reinforcement refers to what happens after a behaviour that makes that behaviour more likely to happen again in the future. That’s it.

It’s how we learn what “works.” If you do something and get a good result, you’re more likely to do it again. This process applies across all ages and settings—from classrooms to kitchen tables to office boardrooms.

The kicker? We don’t always notice reinforcement working, but it’s constantly shaping the way we behave.

Positive vs. Negative Reinforcement

Take a look.

Real-Life Examples: It’s Everywhere

Reinforcement shows up in subtle ways every day:

• You go for a walk and feel more energized—so you walk again tomorrow.

• You speak up in a meeting and your boss says “good point”—so you’re more likely to speak up again.

• You procrastinate and feel momentarily relieved—so the cycle repeats.

The key is: if a behavior is increasing, something is reinforcing it. It doesn’t have to be “positive” or “intentional” to count.

It’s Not the Same for Everyone

One person’s reinforcer is another person’s “meh.”What motivates you might do nothing for someone else—and what works today might flop tomorrow.

Reinforcement is personal, situational, and constantly evolving. And it’s shaped by our learning history.

For example:

• A child who’s been told “good job” a hundred times with no follow-through may tune it out completely. However, another child, experiencing the same "good job" with better follw up, may respond differently over time.

• A teen who struggled socially might light up and do so more often, when praised for speaking in a group. However, another teen with a history of speaking up frequently, may perceive less value in positive praise.

• A toddler who once got a cookie for a tantrum might now expect the same “reward” every time they cry. However, another child who wants this reward, may have learned to engage in a more appropriate request such as "I want a cookie".

  
  

To use reinforcement well—especially with children—we need to tune into their moment-to-moment reality as well as consider their history of reinforcement. What’s meaningful to them right now and what has been successful in the past?

With Children: A Few Scenarios

Let’s look at how this plays out with kids:

• A student finishes their work → gets 5 minutes of their favorite game → work completion increases.

• A child helps tidy up → gets a sincere “thank you” and a smile → they help again.

• A child screams → gets removed from a noisy room → screaming increases.

Notice: the outcome matters. Reinforcement is defined not by our intentions but by the effect on the behaviour. If it increases, reinforcement happened.

The Key Idea: Motivation, Not Manipulation

Reinforcement often gets mistaken for bribery. But at its heart, it’s about recognising what motivates someone and using that awareness to build motivation, connection, confidence, and ultimately, teach skills.

When the correct distinction is made, reinforcement doesn’t pressure or coerce a child to stop engaging in unwanted behavior. Reinforcement helps children learn, and helps adults teach novel skills.

Reflect & Apply

Here are a few questions to help you explore reinforcement in your own world:

• What has been reinforcing you this week? How did it shape what you did?

• What behaviours in your learner or child might be getting reinforced—maybe even without you realising?

• What patterns do you notice? What opportunities does that reveal?

Noticing is the first step. From there, you can start using reinforcement on purpose—to encourage learning, growth, and more of the behaviours that matter.

Let’s Keep Exploring

This series is made for parents, carers, learning support assistants, and educators who want ABA insight without the jargon. No gimmicks—just practical tools you can use in real life.

The concepts discussed in this post are grounded in the principles of Applied Behaviour Analysis as described by Cooper, Heron and Heward (2020) and originally conceptualized by Skinner (1953).

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📚 General APA Citations for Influential Sources

Behavior Analyst Certification Board. (n.d.). BACB glossary. Retrieved from https://www.bacb.com

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

Skinner, B. F. (1953). Science and human behavior. Macmillan.