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