Tip 1: Incorporate visuals supports.
Visual supports help students understand when they have earned reinforcement. They are a concrete reminder of the reinforcement versus other systems that are accessed solely by adults (i.e. Classroom Dojo, behavior data collection, etc).
Punch card for iReady time Lindsay Fox Kemp Elementary, Dayton |
Portable dime token card to earn preferred activity Ruby Copley JFK Elementary, Kettering |
Star Behavior Schedule to earn morning and afternoon break time Mary Nolan Valley Forge Elementary, Huber Heights |
Classwide stamp reinforcement system Shanon Vance Valley Forge Elementary, Huber Heights |
Tip 2: Clearly define expectations.
Often we will see students who have a limited understanding that their behavior or work completion impacts whether or not they earn their reinforcement. They do not see the clear connection between what they do and what they earn. Use a reinforcement system that clearly communicates what the student needs to do to earn the reinforcement.
In the examples below, the tokens are used to clearly define how much work has to be done before earning the chosen reinforcer. Each token represents a task or part of a task (depending on the student's needs). These reinforcement visual supports are often referred to as a visual contract.
Kelli Tritschler Mound Elementary, Miamisburg |
Annette Black Springfield High School, Springfield |
Rachel Engle Horace Mann Elementary, Springfield |
Jackie Vollmer Driscoll Elementary, Centerville |
Tim Sullivan Springfield High School, Springfield |
Laurie Maravetz Schaefer Middle School, Springfield |
Older students may benefit from a task list which details each of the steps required the complete a task. As the finish each step, they check off that step on the list and continue working toward the rewarding activity at the bottom.
Kara Cripe Smith Elementary, Oakwood |
3. Have a clear goal in mind.
For some students who have a variety of interfering behaviors throughout the day, it can be beneficial to focus on a single goal that they will work towards such as a replacement behavior. The goal expectation should be clearly defined and as well as what they will earn.
Tim Sullivan Springfield High School, Springfield |
Laurie Maravetz Schaefer Middle School, Springfield |
Thurgood Marshall High School, Dayton |
Ann-Marie Small Driscoll Elementary, Centerville |
To get buy-in from students consider their special interests and how those can be incorporated into their reinforcement system.
Pi Token Reinforcement System Annette Baker Miami East Elementary, Miami East |
Special Interest Character Token System Allison Clements Schnell Elementary, West Carrollton |
Rocket Ship Token System Heather Balkcom Springcreek Primary, Piqua |
No comments:
Post a Comment