Rewards-

Rewards are often central to effective home interventions. As possible incentives that children can earn for appropriate home performance or conduct, these reinforcers (or rewards) often serve as the motivational engine that drives successful interventions. Reward systems are usually most powerful when a child can select from a range of reward choices (reward menu). Offering children a menu of possible rewards is effective because it both gives children a meaningful choice of reinforcers and reduces the likelihood that the child will eventually tire of any specific reward.
However, some children (e.g., those with Attention-Deficit Hyperactivity Disorder) may lose interest in specific reward choices more quickly than do their typical peers. Parents will want to regularly update and refresh reward menus for such children to ensure these reinforcers retain their power to positively shape those child's behaviors.

I allow my son to choose the reward for the week- if I think that is not an agreeable one he chooses another- this reward or this reward works great - good behavior choices earn the reward- he has to earn so many points to purchase the reward for a fun Sunday- will write about point sheets for home use in the next blog I write.

reward info was adapted for home use by Pasco County School

A good work book for you to try

Our therapist has been working with my son on this book - so I got it and have begun working with him on it as well- it is good. You can get it on amazon.com or barnes and nobles

Are you prepping for school to start

I know our school starts Monday the 16th- what are you doing to get your child ready? Here are some ideas

From the Attitude Website
Review the symptoms with your child's teacher
Discuss the IEP with your child's teacher
Meet the teacher
Give your child a self esteem boost- encourage
Set Goals
Set Rewards
Choose a sport for afterschool
School help- have child to do errands if they are ansy
Have child set up a signal with the teacher if they are feeling overwhelmed the child can signal
Have meds ready for school

I am just a parent not a professional

I just want to reiterate the fact the items I place on here is what I have tried with my child and many of what I try works- it may need to be tweaked to your child's specific needs- It is very good information- but please seek professional help- behavioral specialist at your school- guidance counselors- therapists- psychologist- psychiatrist- seek out the support and if you you do not think your getting the right help be your child's adovocate- biggest cheerleader- but follow and try the techniques they offer to you- do not give up -keep going keep pressing in- you will make it- you can do it.

Series of Interventions- Interrupting escalation of anger

To interrupt the escalation of student anger, the parent can:

1. Divert the child's attention from the conflict. If the child is showing only low-level defiant or
non-compliant behavior, the parent may be able to redirect that child’s attention to a more positive topic. The parent may, for example, engage the child in reading a high-interest book or allow that child to play an educational computer game. (adapt as you will for home- remember these are geared towards school but same techniques work friend or acting defiantly toward adults, the parent may want to briefly remove the child from the room (antiseptic bounce) to prevent the child’s behavior from escalating into a full-fledged confrontation (Long, Morse, & Newman, 1980).

2. One strategy to remove the child is to send him or her to the ask for help or send to room for a moment, with the expectation that (by the time the child returns to the situation) he or she will have calmed down.

3. Allow the child a cool down break. Select a corner of the room (bedroom- bathroom works well with-adult supervision) where the child can take a brief respite break whenever he or she feels
angry or upset. Be sure to make cool-down breaks available to all children, to avoid singling out only those children with anger-control issues.

a. Whenever a student becomes upset and defiant, the parent offers to talk the situation over
with that child once he or she has calmed down and then directs the child to the cool down
corner. (E.g., “Angelo, I want to talk with you about what is upsetting you, but first you
need to calm down. Take five minutes in the bedroom or bathroom and then come over to me and we can talk)

Adapted from Pasco County Schools

Series of Interventions-Building Compliance and Reinforcement Schedules

Building compliance
• The easiest and quickest way to build compliance is to increase compliance for all activities in all settings: i.e., providing a rich positively reinforcing setting/schedule that rewards the child for as many compliant acts as possible. Start with a one-to-one reward ratio.
• To build behavioral momentum quickly, offer the child very simple (if not preferred tasks) and then reward the child for compliance. Be very specific (e.g., It was so nice of you to help me set the table, here is a ____ to show my appreciation.)
• Tangible rewards can be any small – preferred item. Food is very powerful (skittles, goldfish, pretzels,etc.) and should be used in very small increments (1-3 pieces, etc.)
• To date, peer reviewed journals and studies have not found sugar to aggravate or alter ADHD
children’s behavior. If concern regarding using candy reinforcers remains, use very small increments (1-3 skittles, M&M’s, etc.)
• Try to tie tangible rewards to social graces (please and thank you). That helps move the child from external (I act to get candy) to internal (I act because it feels good to help others).
• The child will require constant feedback, attention, and rewards in the early stages. Once the
child's behavior improves, you can stretch the amount of time between feedback, rewards, and
attention.
• Even though this will require a lot of effort up front, it is preferable to spending the majority of your day "cleaning up."

Reinforcement Schedules
• To begin, some noncompliant children may need to be reinforced (small edible such as one skittle,goldfish, or pretzel) for every act of compliance (using manners at the table, cleaning up when done playing, remaining on-task or in-seat.)
o This type of reinforcement should always be paired with specific verbal praise.
• A next step could be using a “working for” board (which contains a picture of desired reinforcer and slots for a marker (star, colored dot, etc.) children are required to earn X number of markers to obtain the reinforcer.
• OR drop a plastic bear (or any other tangible - counting manipulative, etc.) into a jar for each act of compliance. You could require the child to earn ten bears to receive a reinforcer.
• Other children may need to be able to earn some type of reinforcement several times during the day such as at the end of each period or subject.
• Other children may be able to work well if they are rewarded for good choices once (end-of-day) or twice daily (before lunch and end-of-day.)
• Still others may only need some type of weekly recognition or reward such as a "Fun Friday" or "Fun Sunday"type of incentive.