PremackPrinciple: If behavior B is of higher probability thanbehavior A, then behavior A can be made more probable by making behavior Bcontingent upon it. (Also known as “relativity theory of reinforcement”, based on the work of David Premack)
The Premack Principle is an ABA strategy that ismore commonly referred to as “Grandma’s Rule”. The name comes from whenGrandmothers (those experts of children’s behavior) say to their grandchildren“You need to eat all your vegetables if you want some chocolate cake”. Thechild sees the yummy cake, and gulps down the peas in order to access the cake.What Grandma is actually doing has a behavior analytic name, and that name is“Premack Principle”.
Some professionals will also refer to thistechnique as “First/Then”, “If/Then”, or “High Probability/Low Probability”.Anyone can implement the Premack Principle to gain compliance, or to increase thelikelihood of a particular behavior occurring. The Premack Prinicple can beused when you want the child to do something, and they find the behavior to beundesirable. Such as eating their peas, cleaning their room, drinking theirmilk, putting on a coat before going outside to play, etc. To put it simply:Premack Principle makes it easier to do an unpleasant activity by putting apleasant activity right after it.
When using the Premack Principle, you want toexplain what the reinforcement is first. So if behavior B is eating chocolatecake and behavior A is eating peas, you would say “If you want a piece of cake,you need to eat all your peas”. Notice the word "if". Another thing I love about the Premack Principle is that accessing the reward is contingent upon completing the task. So if the child still refuses to eat the peas, what happens? They dont get any cake. Its that simple. The child is given the power to earn, or lose the reinforcer.
A question I get asked sometimes is “Why doesit matter which one I say first?” The reason you want to state the highprobability behavior first is to prime the child to focus onwhat they are getting, and not whatthey are giving/what they have to do. Keepthe child’s focus on the reward. If you state what they must do first, all thechild hears is the demand. By stating the reinforcing item or activity first,it is often much easier to get a child to comply.
Some children can handle it if you state the demandfirst, and for other children you must state the reward first. Typically, when Ihave clients who have a history of noncompliance then I am careful to state thereward first.
Many parents or professionals get in the habit ofgiving demands, the child balks or resists, and then the parent or professional reminds thechild what they will lose. This is acommon error many people make. It usually escalates into a debate or argument that lookssomething like this:
Parent: “Shawn, go clean your room”
Shawn: “No/I don’t want to/ I’ll do it later”
Parent: “If you don’t clean your room right nowthen NO video games tonight”
What is the child focusing on right now? They arefocusing on the undesirable activity (cleaning their room), and what they willlose (video games). After this exchange, the child typically becomes more andmore noncompliant and possibly aggressive, as the parent becomes more and moreupset and frustrated.
It’s important to understand the Premack Principle in order to avoid setting yourself up for failure when you present a demand. A quick tipis if you find the words “If” or “First” coming out of your mouth as you aregiving a demand, stop and think:
“Have Iclearly presented the reinforcement available?”
If you have not, then whatis the child working for? What does the child earn for compliance?
Don’t focus on or state what the child will lose,no one likes doing things to avoid contacting something negative. We all likedoing things to contact something positive. As much as possible, ensure successby being aware of how you present demands. Don’t create situations where itwill be likely that the child will refuse to comply. Every demand that comesout of your mouth has the potential of being followed, or being ignored. As theadults, if we are more careful of how we present demands then we can help thechild be successful and contact reinforcement much more readily.
Here are a few examples of the correct way to use thePremack Principle (Remember, if the child is very noncompliant its better tostate the reward first):
- “We can read a story if you take a bath first.”
- “You cantake a 10 minute break if you finish 5 math problems by yourself".
- “First you take a nap, then we’re going to the park!”
- “You can watch 2 DVD’s tonight if you eat all yourlunch at school today.”
- “Who wants ice cream? (child raises hand) Okay,hurry and wash the dishes so we can have ice cream!”
