Link Chain
Link Chain
Embedded Files
Using the chain...
Provides visual feedback
Creates community
Reinforces positive behavior
Implementation
Implementation
Overview
A classroom reward is introduced where paper strips are earned for clearly defined achievement of meeting established goals.
The links are then visually hung from the ceiling.
The objective is to attach links to each other until the links reach the floor.
Each link should have the reason why it was awarded written on it before being attached.
A clear reward should be established by the class prior to starting the chain.
The links can be adjusted in size by the teacher to speed up or slow down the chain.
Core Components
Chain may only be added not taken
Explanation of why a link is earned
Write on each earned link when and why it was earned
Visibly placed in class for all to see
Incentive followed through when milestone is met
Proactive Implementation
Proactively implementing a chain system starts with planning with students how it will be earned. Things to consider are when will links be earned, what will they be earned for, and at what time will they be added.
Responsive Implementation
Responsively implementing a link chain may stem from a pattern of disengagement outside of the classroom or a need to collective build interpersonal skills. Students should be introduced to the system and be inviting to provide feedback on how it will run.
Bucket Fits
Bucket Fits
Connection
If the need is connection then students should earn links based on interpersonal interactions or what they have done for the collective.
Skills Training
If the need is skill building then students should earn based on specific agreed upon skills. These may be a bank of skills that the community has agreed on.
Awareness
If the need is awareness then the supervising adult should share specifically what concrete action earned the links and that student(s) should write that action on the links.
Emotional Regulation
If the need is regulation then impromptu meetings held to add the link may be done intermittently when the room is in need of regulation.
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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