When I was teaching in a middle school mild to moderate classroom in New Jersey, I set up a class wide reinforcement system. Specifically, I used self-monitoring. A self monitoring system requires students to monitor their own behavior through self assessment and self recording (Nelson and Hayes, 1981). Prior to starting the self-monitoring system, I established what I wanted to focus on. In the class, the primary problem was off-task behavior. So, I used self-monitoring to focus on on-task behavior. I explained to the class what on-task behavior was, so they were able to accurately self-assess their behavior.
On task behavior was defined as students actively participating, which included keeping their eyes on the board, raising their hands, and taking notes as needed. I had a timer set for the class. Every 30 minutes an alarm would sound, and the students would check the rules, and record a point if they engaged in “on task behavior.” If they were not on task, they did not record a point. Periodically, I would check when the students were recording the points to see if they were accurate. Throughout the day, the were reminded of what on-task behavior was, and when to record points.
Now why are children earning points? In my classroom, we had a large menu located in the front of the class. The menu included a specified number of points for reinforcers (preferred items, activities, and locations) inside and outside of the classroom. For instance, if a student wanted additional recess time (10 minutes), the menu would state "10 minutes of recess is 20 points." The menu included 10 items. The reinforcers on the menu selected were agreed upon by the teachers and students. At the end of each lesson, students would request to trade in points. Students only requested to trade in when they had enough points for the desired item, activity, or location on the menu.
Currently, teachers and parents I know are bringing to my attention the need to keep their child/student motivated during lessons while school is online. I am recommending implementing a self-monitoring system. It can be used in vivo or online, and it can be tailored to each child’s needs. It can be utilized throughout the day as a continuous reinforcement system. So, parents can use it while their child is in a lesson, or during daily tasks.
There are many ways to implement a self-monitoring system. I am going to provide steps that I utilized during my own practice when teaching. Let’s take look at the steps:
Step 1: Establish a menu of reinforcers. This will be done by collaborating with your parents and the child to determine what items, or activities should be selected.
Step 2: Once reinforcers are selected, set values for each reinforcer.
Step 3: Place menu in an area where your child can see it throughout the day and/or lesson.
Step 4: Set up a system for collecting the points (i.e., sticker chart, tally sheet, etc.).
Step 5: Set up rules and have them located where your child can see it throughout the lesson and/or day. Make sure your child understands the rules by reviewing and modeling expectations periodically.
Step 6: When you are ready to start, set the timer for the predetermined amount of time.
Step 7: When the alarm sounds (e.g., rings after 30 minutes), check to see if your child recorded a point. Points should only be delivered if rules were followed. If the rules were not followed, remind your child of what the rules are. Modify the rules if needed.
Step 8: When the predetermined amount of points are gathered, your child should count the points with, or without assistance, and then request for desired item, activity, or location.
Step 9: If your child does not use all of his or her points, the remaining points are kept, and used during the next opportunity (lesson, or after reinforcing break is completed).
Step 10: The alarm is reset when the reinforcing break is completed, or at the start of the lesson.
Things to Remember!
Tip 1: Remember what your child desires changes, so be prepared to update your menu to reflect preferences.
Tip 2: Remember you can always increase the amount of time before trade in. However, remain consistent with the time selected, so that your child gets used to waiting for reinforcers. For instance, keep the same time for at least a week before adjusting it. This includes if you need to adjust the duration to a shorter amount of time.
References
Nelson, R. O., & Hayes, S. C. (1981). Theoretical explanations for reactivity in self-monitoring. Behavior Modification, 5(1), 3–14.
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