# Optimizing Learning Outcomes when Teaching Sight Words Using Fruits and Vegetables as Reinforcers
## Introduction
Reinforcement is a cornerstone of applied behavior analysis (ABA), particularly when teaching children new skills. Many children with Autism Spectrum Disorder (ASD) learn effectively with reinforcement strategies that use preferred items or foods to motivate learning. Traditionally, behavior analysts have relied on high-preference, salty and sweet foods, such as chips and candy, as reinforcers. However, concerns about the long-term health effects of these foods have led researchers to explore healthier alternatives, such as fruits and vegetables.
A recent study by **Kronfi, Vollmer, Hack, and DuBois (2024)** examines whether fruits and vegetables can be as effective as salty and sweet foods in teaching sight words to children with ASD. This blog post summarizes the study, its findings, and its implications for practitioners.
## Why Reinforcement Matters in ABA
Reinforcement helps to strengthen desired behaviors by increasing the likelihood that they will occur again in the future. In ABA, reinforcers are often used when teaching:
- Communication skills
- Academic concepts (such as reading and math)
- Social skills
For many children with ASD, food is a powerful reinforcer. Because of this, ABA professionals frequently use small, highly preferred food items to motivate skill acquisition.
## The Problem with Common Food Reinforcers
While chips, candies, and cookies may be effective reinforcers, they also present concerns:
- **Health Risks:** Many children with ASD already face challenges with weight management, and frequent access to unhealthy snacks can contribute to obesity, diabetes, and metabolic disorders.
- **Overuse of Processed Foods:** Processed foods with high sugar and fat content may lead to increased cravings and dietary imbalances.
- **Limited Generalization:** If a child learns a skill only in the presence of specific reinforcers (such as candy), they may struggle to apply it in real-world settings where those reinforcers are unavailable.
These concerns have driven researchers to explore whether healthier alternatives—like fruits and vegetables—can be just as effective.
## The Study: Comparing Salty/Sweet Foods with Fruits/Vegetables
### **Participants and Setting**
The study included two children with ASD:
- **Oscar**, a 6-year-old boy
- **Ned**, an 8-year-old boy
Sessions took place at a structured autism therapy clinic.
### **Assessing Reinforcer Effectiveness**
Researchers used two key assessment procedures:
1. **Multiple Stimulus Without Replacement (MSWO) Preference Assessment**
- This measured which foods the children preferred from an array of salty, sweet, fruit, and vegetable options.
2. **Reinforcer Assessments with an Alternating Treatment Design**
- This measured how effectively each reinforcer helped the children learn sight words.
### **Key Findings**
- **Fruit and Vegetable Preferences Varied**
- Both children preferred salty and sweet foods over fruits and vegetables.
- However, some fruits (such as grapes) were among their high-ranking preferences.
- **Reinforcer Effectiveness Was Individualized**
- For Oscar, salty and sweet foods led to slightly faster mastery of sight words compared to fruit reinforcers.
- For Ned, sight word acquisition was similar across both food categories, meaning fruits were just as effective as salty and sweet options.
- **Error Patterns Differed Across Reinforcer Types**
- Some reinforcers resulted in more omissions (not responding), while others led to more commission errors (incorrect responses).
## Implications for ABA Practitioners
This study underscores important takeaways for ABA professionals:
### 1. **Healthier Reinforcers Can Be Effective**
- While salty and sweet foods were preferred, fruits were still effective as reinforcers.
- Behavior analysts can incorporate fruits and vegetables while still maintaining reinforcement effectiveness.
### 2. **Assess Individual Preferences**
- Not all children prefer the same foods, so conducting **preference assessments** is key.
- If a child enjoys a certain fruit or vegetable, it may be just as effective as candy or chips.
### 3. **Monitor Learning Patterns**
- Different reinforcers may affect how quickly and accurately a child learns.
- Practitioners should use data collection to track skill acquisition with different reinforcers.
## Challenges of Using Fruits and Vegetables
Although fruits and vegetables can be effective reinforcers, there are some challenges:
- **Storage and Freshness** – Unlike packaged snacks, many fruits and vegetables require refrigeration and spoil quickly.
- **Portability** – Certain items, like grapes or berries, are easier to handle than larger fruits or vegetables.
- **Child Preferences** – Some children with ASD have strong food aversions, making them less likely to accept fruits or vegetables as reinforcers.
### **Strategies to Overcome These Challenges**
- **Use dried or freeze-dried fruits** – These can be more portable and easier to manage in sessions.
- **Pair new reinforcers with preferred items** – Gradually increasing exposure can help children accept new reinforcers.
- **Keep portion sizes small** – Small bites of fruit can be just as effective as large pieces.
## Final Thoughts
The study by **Kronfi, Vollmer, Hack, and DuBois (2024)** provides valuable insights for ABA practitioners looking to optimize learning while promoting healthier choices. While salty and sweet foods remain highly preferred, fruits and vegetables can be viable alternatives—especially for children who already enjoy them.
For practitioners, the key takeaways are:
1. Conduct **preference assessments** to determine food reinforcer effectiveness.
2. Use **data-based decision-making** to track skill acquisition and learning patterns.
3. Experiment with **healthier reinforcers**, particularly those that a child already enjoys.
By thoughtfully incorporating healthier reinforcers, behavior analysts can support both **effective learning and better long-term health outcomes**.
### Learn More
➤ Read the full study here: **[https://doi.org/10.1007/s40617-024-00912-6](https://doi.org/10.1007/s40617-024-00912-6)**
