Reinforcement is a principle, and fundamental concept, in applied behavior analysis (ABA). Without it, shaping new skills, reducing problem behaviors, and creating meaningful behavior change would be nearly impossible. For BCBA® candidates, understanding the difference between primary, secondary, and generalized reinforcers is more than just memorizing definitions—it’s about being able to identify them in real-world situations, select them effectively, and apply them across a variety of interventions.
In this comprehensive guide, we will explore each type of reinforcer in detail, look at examples you’re likely to encounter on the BCBA® exam, and discuss strategies for implementing them in ABA practice. By the end, you’ll have the knowledge and fluency to confidently recognize and use these reinforcers both in theory and in applied settings, and for your BCBA exam.
Watch the Full Lesson
Here’s the original video lesson for a visual and auditory learning boost:
Why Understanding Reinforcers Matters
Reinforcement lies at the core of all ABA interventions. It is the process by which behaviors are strengthened, making them more likely to occur in the future. But not all reinforcers are created equal. Some require no prior learning, while others must be learned through association. Some work only in specific situations, while others are effective across environments.
In BCBA® exam scenarios, questions often present short case studies where you must identify the type of reinforcer at play. If you mix up the categories or fail to consider the learning history involved, you could choose the wrong answer. Beyond the exam, selecting the wrong type of reinforcer in practice can reduce treatment effectiveness and slow client progress.
Primary Reinforcers (Unconditioned Reinforcers)
Primary reinforcers are naturally reinforcing because of their biological importance. These are stimuli that individuals are born to find reinforcing—they require no learning history to be effective.
Characteristics of Primary Reinforcers
- Innate and universal among humans.
- Directly linked to survival and basic needs.
- It does not require pairing with other stimuli to work.
Examples
- Food: An individual does not need to learn to value food—it is reinforcing from birth.
- Water: When dehydrated, water is immediately reinforcing.
- Physical comfort: Warmth when cold, coolness when overheated, or relief from pain.
- Sleep: Rest acts as a natural reinforcer when the body is tired.
Practical Example in ABA
Imagine you’re working with a child who has just completed a difficult learning task. Offering a small snack immediately afterward can serve as an effective primary reinforcer—especially if the child enjoys that snack and is slightly hungry. No pairing is needed; the biological drive makes it reinforcing.
BCBA® Exam Application
A question may present a scenario where a learner is given a cold drink after physical exercise. Since water is inherently reinforcing, the correct answer would identify it as a primary reinforcer.
Secondary Reinforcers (Conditioned Reinforcers)
Secondary reinforcers gain their value through learning. They start as neutral stimuli but become reinforcing after being paired with primary reinforcers or other conditioned reinforcers.
How They Are Created
- Identify a neutral stimulus (e.g., a token, verbal praise).
- Pair it repeatedly with a primary reinforcer (e.g., food) or an already established conditioned reinforcer (e.g., money).
- Over time, the neutral stimulus takes on reinforcing properties.
Examples
- Praise: Initially, “Great job!” means little to a young child, but if consistently paired with something they value (like a treat or playtime), praise becomes reinforcing on its own.
- Money: Paper bills and coins have no inherent value, but because they can be exchanged for goods and services, they become powerful reinforcers.
- Stickers: These often have value because they are linked to prize systems or privileges.
Practical Example in ABA
If a teacher pairs verbal praise with candy each time a learner answers correctly, eventually the praise alone can maintain the behavior without the candy.
BCBA® Exam Application
On the exam, if a scenario describes a student working hard to earn tokens that can later be traded for a toy, the tokens themselves are conditioned reinforcers, because their value comes from being paired with a preferred item.
Generalized Conditioned Reinforcers
Generalized conditioned reinforcers are a special type of conditioned reinforcer that are paired with multiple backup reinforcers. Because they are associated with many different rewards, they are less likely to lose effectiveness due to satiation and are more universally reinforcing.
Key Features
- Effective in many different environments.
- Resistant to satiation because of varied backup options.
- Do not depend heavily on specific motivating operations.
Examples
- Money: Can buy food, clothes, entertainment, and more.
- Tokens: Exchangeable for various activities or items in a token economy.
- Social attention: Laughter, approval, and positive interaction are valued in many contexts.
Practical Example in ABA
In a classroom token economy, a student can use tokens to purchase snacks, extra computer time, or a chance to be the class helper. Because the tokens are tied to multiple reinforcers, they remain valuable even if one option becomes less motivating.
BCBA® Exam Application
A question may describe a reinforcement system where students earn points that can be redeemed for various rewards, such as art supplies, snacks, or special privileges. Those points would be a generalized conditioned reinforcer.
Motivating Operations and Their Impact
While primary reinforcers are deeply tied to biological needs and generalized reinforcers are broadly effective, motivating operations still play a role.
- Deprivation: Increases the value of a reinforcer (e.g., food after fasting).
- Satiation: Decreases the value of a reinforcer (e.g., after eating a large meal, food is less reinforcing).
Being aware of these shifts helps practitioners select reinforcers that will maintain behavior in the moment.
Implementing Reinforcers Effectively in ABA
Choosing the right type of reinforcer is crucial, but so is using it effectively. Here are strategies that help maximize reinforcement impact:
Conduct Preference Assessments
Regularly assess what the learner finds motivating. Preferences change over time, and reinforcers must be updated accordingly.
Pair New Stimuli with Known Reinforcers
Expand the variety of reinforcers by pairing new, neutral items with highly preferred ones. This process increases flexibility in teaching.
Rotate Reinforcers
Avoid overuse of a single reinforcer to prevent satiation. Rotating between primary, secondary, and generalized reinforcers keeps motivation high.
Match Reinforcer to Effort Level
For high-effort tasks, use more powerful reinforcers. For low-effort tasks, smaller reinforcers may suffice.
Common Misconceptions
- Thinking all tangible rewards are primary reinforcers – Many are learned (conditioned) rather than innate.
- Assuming a generalized reinforcer is immune to motivating operations, They are less sensitive but not immune.
- Believing reinforcers stay constant over time – Preferences shift; reassessment is essential.
Key Takeaways
- Primary reinforcers are innate and biologically significant.
- Secondary reinforcers require pairing with primary or other conditioned reinforcers.
- Generalized conditioned reinforcers are paired with multiple reinforcers, making them versatile and resistant to satiation.
- Effective reinforcement requires ongoing assessment and strategic application.
FAQs
What’s the quickest way to identify a primary reinforcer?
The simplest way to identify a primary reinforcer is to ask yourself whether the item or event would be valued without any prior learning or pairing. If it meets a biological need such as hunger, thirst, or comfort, it is likely primary. These reinforcers work because of genetic predisposition rather than teaching. For example, food is reinforcing even to someone who has never been exposed to any formal training.
Can a secondary reinforcer become generalized?
Yes, a secondary reinforcer can become generalized if it is paired with multiple different backup reinforcers over time. For example, a token might start exchangeable only for snacks, but if you expand the menu to include toys, activities, and privileges, it becomes generalized. The more diverse the backup options, the more resistant the reinforcer is to satiation. This is why generalized reinforcers are often the most powerful tools in long-term intervention plans.
Why are generalized reinforcers especially useful in classrooms?
Generalized reinforcers are ideal in classroom settings because they can be effective for a wide range of students with different preferences. A single token system can be used across subjects and activities, allowing students to work toward rewards that are meaningful to them individually. Since the tokens are paired with many different backup reinforcers, they maintain their value for longer periods. This reduces the need for constant reinforcer reassessment and keeps group reinforcement systems running smoothly.
Do primary reinforcers always work?
While primary reinforcers are powerful due to their biological importance, they are still influenced by factors such as satiation and deprivation. For example, food may not be reinforcing immediately after a large meal, but the same food becomes highly motivating after several hours without eating. The context and the learner’s current state always matter. Practitioners should still assess and adjust primary reinforcer use just as they do with conditioned reinforcers.
Conclusion
Whether you are preparing for the BCBA® exam or working in a clinical or educational setting, fluency in the differences between primary, secondary, and generalized reinforcers is essential. Understanding how each type works, when to use them, and how to keep them effective will make you a stronger practitioner and a more confident test-taker. For an in-depth visual explanation, revisit the YouTube lesson and pair this reading with hands-on practice designing reinforcement systems.
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