Organizing Behavioral Supports for Travel in School Doing this could inadvertently reinforce the negative behavior (because it creates a reinforcement opportunity out of a problem). Ideally it is best to use them proactively avoid having adding the preferred activity (then) in when there is a problem. We use them proactively (before a problem) and when a student refuses to complete a task. The premack principle states that a low probability behavior can be reinforced by a high probability behavior. In this case we are using the first-then board to prevent problem behavior based on the Premack principle. We often will use this type of first-then schedule on a board like the one below. In that case, we present the thing we want them to do in the “first” and the thing they want to do in the “then.” The idea is to show them a preferred activity or a possible reinforcer to motivate them to complete the thing they don’t want to do. Sometimes we use them for behavior supports, such as when we think (or know) that an individual doesn’t want to do something we want them to do.
We typically use them in different ways depending on the student. It can be done with pictures, objects, in writing, or using apps. Simply put, it just presents what we need to do now (first) and what we will do next (then). First-then schedules are some of the simplest types of visual supports that we use with students with autism spectrum disorder and other special needs.
