Incentive Menu
Incentive Menu
Embedded Files
Using an incentive menu...
Gives students choice in how they want to be rewarded
Motivates students to participate in expected behavior
Creates consistency in options for how a student is rewarded
Provides the student choices in their reward
Implementation
Implementation
Overview
Sit down with student and create a simple menu of 4 choices that a student may complete when the reward is earned. These choices may be from a bank of set choices chosen by the teacher or created together based on student interest.
Combine with simple reward system, intermittent incentives, or behavior charts if desired.
The menu is kept in a central location for the student.
When the clear criteria is met and a reward chosen from the menu is earned then the student will select and be given an amount of time to complete the reward before returning back to their seats.
Core Components
Menu is created with the student
Clear expectations are made about how and when the menu will be earned.
Parameters are set for the menu item such as location, timeframe, peers, etc.
All rewards on the menu must always be an option unless specifically determined by BOTH the student and the adult.
The menu is able to be easily accessed.
Proactive Implementation
An incentive menu can be determined by allowing all students the ability to trial and writie their preferred options as incentives. This could look like an inventory of interests, hobbies, or likes. This inventory is then taken to create options for students when they earn an incentive.
Responsive Implementation
If a student, group, or class is struggling with a target behavior then an incentive menu may be a tool to use to support. The students can select from different incentives on the menu for meeting their co-established goal.
Bucket Fits
Bucket Fits
Connection
If the need is connection then each of the incentives in the menu should feature a component of interaction with another. This may look like visiting another adult in the building, selecting a peer to play a game with you, helping a younger student work on a project, etc.
Skills Training
If the need is skill building then the menu should be earned for target skills being demonstrating and feature components in the menu that will continue to grow this skill.
Awareness
If the need is awareness then the menu may be given by an adult or peer but prior to the student selecting the menu, that adult or peer may explain why it was earned. The student may also be asked why they think they earned the menu.
Emotional Regulation
If the need is regulation then each of the menu items should consist of coping strategies that have been showed to support the student.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
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.
Resource
Resource
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