Encouraging Appropriate Behavior: Criterion-Specific Rewards

Notes from class:


Criterion-specific rewards can be used as part of a proactive intervention for managing classroom behavior. Students may earn criterion-specific rewards such as activities, privileges, and tangible incentives after the occurrence of an identified target behavior(s) at a set level of performance.



Tips For Implementation


• Identify Specific Behaviors

a. Identify and list behaviors that need to be increased for the student to be successful. Begin with the behaviors likely to have the most significant impact for the student’s success in learning.

b. Describe in specific terms the behavior and criteria necessary for the reward. Make sure to address the “what”, “where”, “when”, and/or “how” in describing the behavior.


• Select Rewards

a. Brainstorm a list of rewards that are feasible, affordable, age appropriate, and complement your learning environment and teaching style.

b. Check school and district policies regarding the use of any activity, material, or edible rewards. You will also need to verify any individual student needs, health, or otherwise (example: food allergies), which may limit your use of these types of rewards.

c. Validate your reward possibilities. Use multiple means to garner input: seek student input on possible rewards; observer students during activities and free time (note types of activities, interactions, and materials they select during these times); and get input from significant others (family members, other teachers, etc.) about student preferences and interests.

d. Match rewards to behaviors. The reward must have adequate value for the student, yet must not be too easily earned.


• Implement Rewards

a. Present the reward program. Students should understand the target behaviors, expected criteria or performances, and corresponding rewards in advance.

b. Deliver rewards as planned and scheduled. Remain consistent.

c. Always state the specific behavior that is being reinforced when delivering rewards.


• Evaluate and Adjust Rewards

a. Maintain records. Institute a record keeping system where you record the delivery of your rewards (or the behaviors demonstrated). Verify if your reward system is working.

b. Vary rewards over time. This will ensure students won’t tire of your rewards.



Keep In Mind

• Plan time in your weekly schedule for rewards. Provide time as appropriate for: 1) activity and privilege rewards; 2) selection of tangible rewards; and 3) individual student conferences to review progress and to adjust personal behavioral goals or rewards.

• Avoid compromises where a reward is present prior to the appropriate expected behavior. This encourages students to use future manipulative interactions.

• Verify the effectiveness of potential rewards so they are indeed reinforcing behaviors for individual students. Ensure that the rewards selected are more powerful than other competing reinforcers that sustain misbehavior.

• NEVER use access to basic personal needs as a reward (water, meals, restroom, etc.).

• Rewards can be used for the whole class or for small groups.