Intermittent Incentives
Intermittent Incentives
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Using intermittent incentives...
Requires positive reinforcement scheduling
Prevents a reliance on expectation of reward
Keeps incentives novel
Implementation
Implementation
Overview
Intermittent incentives are a great way to reward students without creating a sense of conditioning or expectation of a reward for meeting expectations.
Intermittent incentives are when students are randomly rewarded in any format
Similar to a "got cha" where a teacher seemingly find students at random moments meeting expectations.
A student will never know when a reward will be given and thus it remains novel for when it does occur.
Intermittent incentives can NOT be scheduled or overly used.
Randomly reward student for positive or expected behavior.
Do not create a trend so that the student will not be aware of when the incentive will be given.
Core Components
Incentives should be based off of intrinsic & extrinsic motivating factors for individual students and classrooms.
Incentives should be delivered as randomly/intermittently as possible
Students should understand how the process works through upfront conversation
Proactive Implementation
Intermittent incentives may be introduced to a student, group, or class at the beginning of the year/semester. The perceived randomness allows for all students to be unsure of when the system will trigger. The student(s) may have the option of co-developing the incentive menu or privilege awarded.
Responsive Implementation
If a specific student, group, or classroom is struggling with targeted skills then intermittent incentives can be used to create novelty to a reward system. If a student(s) is unable to determine when an incentive will be rewarded the supervising adult can leverage this novelty.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the incentive can be crafted by the class or involve school or classroom interaction. The award can be experiential.
Skills Training
If the need is skill building then the incentive can be given for specific acknowledgements. This could look like if certain expectations are being met by a specific student or class then the incentive is earned. The supervising adult should recite the expectations being met when the incentive is earned.
Awareness
If the need is awareness then the student expectations should be restated when the incentive is earned. This could include the use of a self monitored checklist and the mystery student incentive.
Emotional Regulation
If the need is regulation then the incentive could be given for when a student is able to utilize their own coping skills in authentic practice. Rewarding self regulation and de-escalation may promote increased use.
Consider Factors Prior to Start
Intensifying or Fading During
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
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.
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