THE USE OF POSITIVE REINFORCEMENTS IN TEACHING SOCIAL SKILLS TO CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD)

Abstract

This article investigates the effects of using positive reinforcers on the development of social skills in children with Autism Spectrum Disorder (ASD). To this end, it starts by contextualizing the importance of promoting social skills in individuals with ASD, a disorder that hinders social interaction and communication. The aim is to understand the effectiveness of positive reinforcers in teaching these skills, with an emphasis on Applied Behavior Analysis (ABA) and its methodologies. The study is based on a literature review, using articles and books published in the last ten years, focusing on studies on the implementation of positive reinforcers in the context of ASD. It was observed that the use of positive reinforcers, when planned individually, promotes significant advances in the social skills of these children. However, the generalization and maintenance of acquired behaviors still present challenges. It is concluded that, although positive reinforcers are effective in teaching social skills, complementary strategies, such as family involvement and integration with other therapeutic methodologies, are essential to overcome practical and ethical limitations. Thus, it is suggested that future research explore ways to improve intrinsic motivation and the applicability of these interventions in different cultural and socioeconomic contexts.