There are different ways to reinforce students' good behavior in the classroom as well as during transition times. Below are some examples of these class-wide reward system. There are a lot of other options for teachers to check out, and see what works for them, as well as what works for their specific group of students.

WHEN TO USE:

• Use as a visual support for transitions.
• Use to show a reward or activity that may motivate a student to engage in a less preferred activity.
• Use with students who ask for reinforcers or preferred activities often.

HOW TO USE:

1. Show the student the first/then card, point to the two symbols, and say “First (Activity 1), then (Activity 2)”. If the student resists or gets off task, show them the card again and repeat this phrase.
2. When the first activity is done, show the student the first/then card again and say “(Activity 1) finished!” while pointing at the first visual on the card. Then point to the second activity and say “Now, (Activity 2).”
3. Begin Activity 2 immediately.

Tips:

• This tool is only effective when Activity 2 is either one of the student's reinforcers or a more preferred activity.
• It is important that Activity 2 be started right after Activity 1 is finished, or the student will not understand that finishing Activity 1 is what allowed them to do Activity 2.
• The “Then” activity should not move to the “First” activity upon the completion of the less preferred activity. The tool is not a two step activity schedule, it is a motivational tool for building behavioral momentum through less preferred activities.
• Use the back of a zippered pencil pouch for binders as your first/then card. Store unused icons in pouch for easy accessibility.

Reference: http://autismcircuit.net/tool/first-then-card

WHEN TO USE:

• Use when a student is ready to progress beyond 1-to-1 reinforcement.
• Use to build behavioral momentum.

HOW TO USE:

1. Select a preferred reinforcer or allow the student to choose one from a choice board. It is important that the reinforcer is motivating enough to keep the student engaged without immediate reinforcement.
2. Each time the student completes a target task or behavior, name the behavior (e.g. - “Sitting at table.”), hand student a token, and ask them to place it on the token board.
3. When the token board is full, give the student the identified reinforcer and reset the board for use again.
4. Adjust and fade as needed.

Teaching Token Boards:

1. Begin with a token board that is almost complete. If using a 5 penny board, for example, pre-load the board with 4 pennies. When the student performs the desired behavior, place another penny on the board and immediately reinforce the student. Always place the penny on the board in view of the student and pair with verbal reinforcement each time.
2. As the student becomes more familiar with the token board, preload the board with fewer pennies until you reach the student’s current ability level. The ultimate goal is to start with an empty board.
3. When introducing the token board, the teacher may manipulate the board and tokens. As student understanding of the token board increases, allow the student to manipulate the board and tokens.

Tips:

• A token board will not work without a genuinely motivating reinforcer. One way to find out what a student likes is to perform a preference assessment.
• The number of tasks must be appropriate for the learner. If they think the tasks are too hard or too long, the motivation for the student is low. Make goals attainable to ensure the student earns reinforcement often.
• Once a token is earned, DO NOT take it away. Instead of removing a token for inappropriate behavior, prompt an alternative appropriate behavior that will earn a token.

Reference: http://autismcircuit.net/tool/token-board

WHEN TO USE:

• Choice boards are effective in many situations such as:
  • Food or Drinks
  • Reinforcers
  • Activities or Actions
  • Places
  • People
  • Toys
  • Materials/Supplies

HOW TO USE:

1. Use pictures, symbols, text, or objects, depending on the student's language and cognitive ability, to create a board.
2. The way that a student is able to show you their choice will depend on the motor and communication skills of the student. Some students will need larger choice board icons so that they can point or look at the option they want. Other students will be able to grab a Velcro symbol card off of a more tightly arranged choice board and hand it to you.
3. Show the student the choice board and, if needed, read the choices aloud, pointing to each one as you say the word.
4. Ask the student to make a choice.
5. Wait for the student to show you which item they want either by pointing, removing the choice and handing it to you, or verbally choosing.
6. If the student is selecting an item for immediate use, such as a snack or activity, give the student the choice immediately. If the student is picking a reinforcer or reward to work toward, place the choice on a token board or first-then visual.

Tips:

• Only give options that are available and appropriate at the time. A student may become frustrated and less likely to use the choice board if their choices are not respected. Put a Velcro strip on the back side of the choice board to store extra or unavailable choices.
• Some students can only handle two or three options at a time, while others can choose from several options. If a choice board is not helping your student communicate, it may have too many or too few choices

Reference: http://autismcircuit.net/tool/choice-board

Behavior contracts are formal written agreements regarding behavior, which are negotiated between a child and a school staff member, parent, or other individual.

The contract should include these things:

• A clear definition of the behavior the child is expected to exhibit
• The positive consequences for performing the desired behavior
• The negative consequences for not performing the desired behavior
• What the student -- and each adult involved -- is expected to do
• A plan for maintaining the desired behavior (Schloss and Smith, 1994)

The contract should be in written form with copies for all parties involved.

Reference: http://www.nea.org/tools/behavior-contracts-how-to-write-them.htm

The Check In-Check Out (CICO) strategies is focus on improving students classroom behaviors through motivation. The student is working on 3-4 target behaviors in which the teacher chooses and believes the student needs to work on. He or she works on those skills and if at the end of the day/lesson/class they accomplish those behaviors as assessed on their behavioral report card, then the student gets the reward/ incentive.

Preparation for teacher:

• Choose 3 to 4 targeted behaviors that are stated positively for student to work on.
• Creates a Behavior Report Card (rating scale about students behavior throughout the day/class) that incorporates the 3-4 target behaviors.
• Choose a daily reward/incentive that the student will earn if he/she completes the positive behaviors
• Sets a minimum rating on the behavior report card that the student must get to earn reward/incentive
• Meet with the student to explain the intervention, review behavioral expectations, demonstrate how the Behavior Report Card is used, and explain how the student can earn a daily reward/incentive.

Reference: https://strategiesforspecialinterventions.weebly.com/check-in-check-out.html