| If you want to improve how your kids
| |
| | so you need do nothing more. Refocus on
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| respond to your behavior change program,
| |
| | the positive.
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| you may need to fine-tune your reward
| |
| | 6. Are you following through with your
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| system. Here are six key questions to
| |
| | part? Parents, educators and caregivers
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| guide you to create rewards to a
| |
| | are busy people and what sometimes is
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| tailor-made fit to your child's
| |
| | neglected, as a result, is their very
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| individuality.
| |
| | vital role. A most common reason that a
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| 1. Do your rewards have enough novelty
| |
| | well-crafted behavior program does not
|
| to keep your child motivated? Even the
| |
| | work is because the adults get too busy
|
| most fun and unique rewards get old. Keep
| |
| | and those essential and exciting check
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| updated with rewards that propel your
| |
| | marks, parent initials or tokens don't
|
| children and students to keep working
| |
| | get handed out. If it is impossible to be
|
| towards a goal. Fine tune and freshen up
| |
| | there consistently, let the tracking
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| rewards before their appeal fizzles out.
| |
| | system be self-administering, where your
|
| 2. Are you overlooking praise as a
| |
| | child is on the honor system. You might
|
| natural and easy to deliver reward?
| |
| | be delighted by how he or she honors the
|
| Praise blossoms self-esteem. Praise is a
| |
| | agreement. It is okay to commit only to
|
| compelling motivator. Kids love to hear
| |
| | what you comfortably can do. And you
|
| their parents and teachers be proud of
| |
| | will see, the time you give up now will
|
| them. Praise the deed. "Good job on the
| |
| | pay off dramatically in the time and
|
| clean-up. I don't see a speck of dirt!"
| |
| | relief that will be your reward.For more
|
| 3. Are you rewarding for effort? Build
| |
| | on rewards in your behavior change
|
| success into your behavior program. Make
| |
| | program, see companion articles:Social
|
| sure your child can count on achievement.
| |
| | Skills and Rewards: Five Tips for
|
| If a reward is getting an A, set it up so
| |
| | Tailoring your Behavior Change System to
|
| the child has opportunities to get the
| |
| | a Perfect Fit for your ChildSocial Skills
|
| thrill of an A.
| |
| | and Your Behavior Change Program:
|
| 4. Are your rewards scheduled frequently
| |
| | Troubleshooting When the Rewards Aren't
|
| enough? Remember the objective of a
| |
| | WorkingEllen Mossman-Glazer M.Ed. is a
|
| reward is to reinforce positive behavior.
| |
| | Life Skills Coach and Behavior
|
| That means giving your child
| |
| | Specialist. She is the author of two on
|
| encouragement to keep doing the good
| |
| | line e-zines, Emotion Matters: Tools and
|
| thing. If the goal is a tougher for your
| |
| | Tips for Parents, Educators and
|
| child to achieve, set up your program to
| |
| | Caregivers and Social Skills: The Micro
|
| give little rewards or partial points
| |
| | Steps. Subscribe for free and see more
|
| along the way for effort or steps taken
| |
| | about Ellen at You can take a free mini
|
| toward an end goal.
| |
| | assessment which Ellen will reply to with
|
| 5. Are you keeping the focus on positive
| |
| | your first action step. Over her 20 years
|
| behaviors? Play down points not earned.
| |
| | in special education classrooms and
|
| You want your child to keep the thrill of
| |
| | treatment settings, Ellen has seen the
|
| earning in his mind and you do this by
| |
| | struggle that children and adults have
|
| keeping the focus on building the points
| |
| | when they feel they don't fit in.
|
| or accumulating the tokens. Allow your
| |
| | Currently she works in private practice
|
| child to keep points once earned no
| |
| | helping parents, educators, caregivers
|
| matter how the scene may have
| |
| | and their challenging loved ones find the
|
| deteriorated. At times he does not earn
| |
| | tools to thrive.
|
| his points, that in itself is a penalty
| |
| |
|
