Simple Rewards System
Simple Rewards System
Embedded Files
Using a simple rewards system...
Supports students through extrinsic rewarding
Incentivizes students to meet expectations
Establishes a system for positive reinforcement
Implementation
Implementation
Overview
System may vary depending on student but options may include
Intermittent incentives
Immediate reward for a given task
Positive praise
Token economy
Set number of completions for reward (3 non consecutive writing responses completed results in predetermined reward)
Core Components
Easily understood process of earning reward or incentive
Student input on how the simple reward system is designed
Clear expectations of system and behavior required to meet those expectations.
Consistency in implementation of system.
Proactive Implementation
Crafting a simple reward system proactively typically requires the upfront work of teaching expectations of the classroom and how the system works. A proactive system is geared toward the entire class opposed to individual or groups of students. This allows for a universal system to keep track of.
Responsive Implementation
Responsively creating a simple reward system using stems from specific behavioral concerns for a student, group, or class. The target behaviors are discussed and the reward system is introduced. The students earn rewards based on their behaviors.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the simple reward system can be communial such as the link or chain. This system requires all students to work together to get the reward. (token economy)
Skills Training
If the need is skill building then students may participate in lessons that relate to the target behaviors being introduced. This may mean provided whole group or small group instruction.
Awareness
If the need is awareness then when a reward is given, the supervising adult should share why the reward is being given. The adult may also ask another student why they think they earned the reward or the class/other student did.
Emotional Regulation
If the need is regulation then the reward system can be based on the student's use of regulation strategies when an issue occurs.
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
Simple Reward Chart.pdfPage updated
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