Reward System

Reward System

At times, students may not engage in classroom routines or work independently. Reward systems are an effective strategy to increase compliance for students who may not be intrinsically motivated. Reward systems focus on developing a particular behaviour(s). They give students the oppotunity to work toward something they want/desire when appropriate behaviours are displayed. Reward and incentive systems and programs should be a regular part of all schools and classrooms.

When?

Reward systems may be considered for a classroom or individual when strategies such as verbal praise/reinforcement appear to be ineffective. Students who demonstrate the following behaviours may benefit from the implementation of a reward system:

• not interested in completing tasks/following routines

• difficulty transitioning from one task to another

• does not respond to verbal praise/reinforcement

• disrupts the classroom environment

  • demonstrates significant negative behaviours (e.g. physically/verbally aggressive, destroys property, has difficulty starting a task)

How?

Reward systems should be developed with as much input from the students as possible. Allowing students to contribute to the process creates ‘buy-in’ and increases the motivation to participate. Reward systems may include access to desired activities or tangible items. Students may also work toward larger rewards by earning tokens over time.

Specific Strategies

Token Economy

In a token economy system, students earn tokens and are able to trade their tokens in for pre-determined rewards. Different types of rewards require a different amount of tokens. This system encourages the adults in the classroom to seek out appropriate/positive behaviours in order to increase their frequency. It is very important that when initially introduced, appropriate behaviours are reinforced at a very high rate and then gradually decreased as buy-in is generated. When implementing this type of system, consider the following steps:

Ask the class what kinds of rewards they would like to work towards. Some examples could be provided to the class to get them thinking (such as time in the gym, a classroom movie, or extra computer time) but the rewards should be student-generated. These rewards should include a range from low to high cost.

Create a list of rewards and post it in the class where everyone can see it.

Identify the behaviours that will be rewarded and make a list of these behaviours; posting them in a place where everyone can see them.

Determine how to track each student’s progress toward rewards through a star chart or other charting system. Some students are motivated by check-marks, stars, smiley faces; the tokens should be meaningful for the student. Reward students who earn enough points or stars for a given reward or incentives. Some students will need to be rewarded on a daily or weekly basis, while others will need to be rewarded at various points throughout the day.

School dollars may also be used as a way to track behavior; students earn school bucks for displaying the expected behaviors on the list and use these school dollars to buy rewards and incentives in a school or class store at the end of the day or week.

Positive and Specific Reinforcement

To make positive changes, students need a clear idea of what positive behaviour is and to be positively reinforced when they demonstrate that behaviour. Positive reinforcement is any event that follows a behaviour and increases the likelihood that it will be repeated. Positive reinforcement motivates students to do what they are capable of doing. Students need to receive repeated positive reinforcement as motivation for demonstrating appropriate behavior (Alberta, p.57).

When implementing the positive reinforcement consider the following:

• Use the 4:1 ratio (provide 4 positive reinforcement comments/gestures to every 1 negative or corrective interaction).

• Give praise immediately; the sooner the positive reinforcement is given in relation to a behaviour, the more likely the student will continue to repeat that behaviour. Typically, behaviours should be reinforced within 30 seconds.

• Avoid yes/no questions; with the best of intentions adults will ask a student in a polite manner to comply (e.g. Could you put your book away?); however, the opportunity has then be provided for the student to respond negatively as a choice has been provided. Be direct when making requests (e.g. Put your books away).

• Student may also be reinforced through non-verbal measures such as smiling, winking, high-five, etc.

• Use non-verbal communication for kids who do not like to be singled out.

• Be specific: describe the positive behaviours while giving praise and focus on what the student did right; for example, “That was a wonderful paragraph you wrote because…” or “I like the way you are lining up and keeping your hands to yourself.” This supports the student in understanding why they are being reinforced.

Reward Charts

Reward charts target a specific behavior or setting which is challenging for a student. The chart can be placed on the student’s desk or within a binder and the student receives check-marks, smiley faces, stickers, etc. for target behaviours. The steps should be made very clear to the student; for example, ask the student to walk (not run) down the hall, keep their hands to themselves, etc., provides more direction to the student then just asking them to walk properly down the hall.

Visual Supports

Note: You need the BoardMaker disc in the CD/DVD Rom Drive to use the BoardMaker files below.

Apps/Websites

• Reward Chart: Allows teachers to identify target behaviors, rewards, etc. for individual students or whole class - free

Books, Articles, and Additional Resources