Desk Pets

Using desk pets...

- Provides a school-based incentive
- Provides intrinsic motivation through extrinsic reward
- Increases understanding of caretaking, and financial literacy

Implementation

Overview

Desks pets are a classroom reward system.
Desks pets require a way of "earning" a currency to "buy" a pet.
The pet is often a small animal toy encased in a miniature food container.
A class meeting is held to discuss ways to earn the currency. Typical ways include meeting expected behaviors or unprompted acts of kindness.
The students work to afford an adoption fee through the currency.
A set cost is decided for the adoption and then additional treats or habitats for their new pet.
Once per week the adoption center is open for students to adopt their pet or to buy items for their pet.

Core Components

- Money (tokens) given not taken
- Clear expectations of cost, process, and goals established
- Expectations on location, use, and "store" are clearly defined
- Consistency with earning is maintained.

Proactive Implementation

- Proactively implementing Desk Pets may look like introducing and outlining the system. Students may have influence in how they are earned, when they are used, or any other aspects of the system.

Responsive Implementation

- Responsively implementing Desk Pets may stem from students needing a system where a tangible incentive is earned and leveraged. Students interests should be elevated and choice is provided in what they can purchase.

Connection

If the need is connection then students may have opportunities earn "points" as a collective to gain access to different aspects of Desk Pets.

Skills Training

If the need is skill building then students may earn points during their Desk Pets through demonstrating target skills.

Awareness

If the need is awareness then students may discuss or reflect on why they are earning Desk Pets and resources related.

Emotional Regulation

If the need is regulation then students may use their Desk Pet as a totem.

Consider Factors Prior to Start

Gender, race, function, topography, family dynamics, interpersonal relationships

Resource availability, classroom instruction, physical space, time, technology

Intensifying or Fading During

REMINDER

- Make a note to document when you're starting this intervention.
- After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.