They Like It… So Why Didn’t It Work?

In ABA, we often use reinforcers — things that help increase the chances of a behavior happening again. We use reinforcement to encourage skills like asking for help, following directions, playing with peers, or trying something new.

Here’s how it works:
When a child shows a desired behavior, we immediately follow it with something they find motivating — a favorite toy, a break, praise, or even a snack. The goal is to make that behavior more likely to happen again in the future. That’s what it means to reinforce a behavior.

But here's an important distinction:
Liking something isn’t the same as it being a reinforcer.

Let’s say a child says they love chocolate. That’s great! But if they’re not willing to complete a simple task or follow a direction to earn the chocolate, then in that moment, chocolate isn’t functioning as a reinforcer. It might still be something they enjoy, but it’s not motivating enough to change behavior right now.

In ABA, we’re always observing and adjusting. What motivates one child might not work for another — and even for the same child, what works today might not work tomorrow. That’s why reinforcement is about more than favorites; it’s about what the child is actually willing to work for in the moment.

So next time something “they like” doesn’t seem to work, it doesn’t mean you did something wrong — it just means it’s time to try something else that’s more meaningful or motivating right now.

At the end of the day, ABA isn’t about controlling behavior. It’s about understanding what drives it — and using that insight to build skills with kindness, purpose, and respect.