What’s Sabotaging the Reinforcing Value of Sleep?

As BCBAs, we know that reinforcement is everything when it comes to shaping behavior. Whether it’s teaching new skills or reducing challenging behaviors, we rely on the power of reinforcement to make meaningful progress. But what happens when sleep itself loses its reinforcing value for our learners?

Sleep is essential for everyone, but for the autistic community, getting consistent, restorative sleep can have an even greater impact on their ability to focus, engage, and grow. However, if certain factors are at play, the reinforcing value of sleep can be unintentionally sabotaged, making it harder for learners to fall asleep, stay asleep, or even feel the benefits of a good night’s rest.

Today, we’re diving into the things that might be sabotaging the reinforcing value of sleep and why it matters when it comes to the work we do as BCBAs.

Screen Time and Melatonin: The Sleep Thief

Let’s start with the elephant in the room: screen time. We all know that screens can interfere with sleep, but here’s why. Exposure to blue light from screens inhibits the production of melatonin, the hormone responsible for making us feel sleepy. This means that even if a learner follows a bedtime routine, if they’ve been using screens right up until lights out, their brain might not be ready for sleep because melatonin hasn’t had a chance to kick in.

For BCBAs, helping families understand the importance of cutting off screen time an hour or two before bedtime can be a game-changer. By shifting away from screen-based activities to more calming ones, we can help restore melatonin production and increase the likelihood that the learner will be ready for bed. (Find out more about Melatonin & Sleep).

The Impact of Up and Down Motion on Sleep

You may not think much about it, but vestibular motion—especially activities that involve moving up and down, like jumping on a trampoline or vigorous swinging—can sabotage sleep. These activities elevate the learner’s arousal level, which interferes with the body’s ability to wind down and relax.

Engaging in highly active vestibular activities (think: running, jumping, crashing, bouncing) close to bedtime is counterproductive because it works against the calming down process needed for sleep. The excitement and stimulation from this type of motion send signals to the brain that it’s time to stay alert, not sleep. Encouraging families to reserve these activities for earlier in the day can make a huge difference in sleep readiness.

Bedtimes That Are Too Early

Another factor that can sabotage sleep is when bedtimes are set too early relative to the child’s waking window. Many parents believe that earlier is better when it comes to bedtime, but for some learners, this may not be the case. A bedtime that’s too early can lead to frustration for both the child and the caregivers, as the learner may not be biologically ready for sleep yet.

As BCBAs, we can help families evaluate the child’s natural sleep-wake cycles and adjust bedtime accordingly. Sleep is most reinforcing when it happens in sync with the child’s biological rhythm, not when it’s forced too early. Encouraging families to consider a bedtime that better aligns with their child’s natural waking windows can help improve the quality of sleep and reduce bedtime struggles.

Inconsistent Morning Wake Times

Here’s a big one that’s often overlooked: inconsistent wake-up times in the morning. If a learner is waking up at 7:00 AM on weekdays but sleeping in until 9:00 AM on weekends, this can throw off their internal clock and lead to sleep issues. The body thrives on consistency, and having varying wake-up times can reduce the reinforcing value of sleep by making it harder to fall asleep at the same time each night.

Helping families maintain a consistent wake-up time—even on weekends—can reinforce the child’s sleep routine and improve their overall sleep quality.

Daytime Naps After They’re No Longer Helpful

Daytime naps are great for younger children, but continuing naps after a certain age can work against the goal of a restful night’s sleep. Naps that extend too late into the day or that last too long can reduce the pressure to sleep at night, making bedtime more of a challenge.

For BCBAs working with families, it’s important to assess whether the nap is still serving its purpose or whether it’s sabotaging nighttime sleep. Adjusting or phasing out naps for older learners can help reinforce the natural sleep drive needed to get a full night’s rest.

Why This Matters for BCBAs

So, why does all of this matter for the work we do as BCBAs? Sleep issues can exacerbate the very behaviors we are working to address. Sleep deprivation can increase irritability, reduce focus, and make it harder for learners to engage in and benefit from ABA interventions. When the reinforcing value of sleep is undermined by screen time, inconsistent schedules, or overstimulation, it not only affects sleep—it affects everything else we’re trying to achieve during the day.

By recognizing the factors that sabotage the reinforcing value of sleep, BCBAs can help families make small but impactful changes that lead to better sleep quality. This, in turn, sets the stage for more effective learning, better behavior regulation, and happier, healthier families.

Want to dive deeper into how sleep affects behavior and how you can integrate sleep interventions into your ABA practice? The Sleep Collective certification program is here to help you master evidence-based sleep strategies that will make a difference for your learners and the families you serve.