| If you want to improve how your kids respond | | | | achieve, set up your program to give little |
| to your behavior change program, you may need | | | | rewards or partial points along the way for effort |
| to fine-tune your reward system. Here are six | | | | or steps taken toward an end goal. |
| key questions to guide you to create rewards to | | | | |
| a tailor-made fit to your child's individuality. | | | | 5. Are you keeping the focus on positive |
| | | | behaviors? Play down points not earned. You |
| 1. Do your rewards have enough novelty to keep | | | | want your child to keep the thrill of earning in his |
| your child motivated? Even the most fun and | | | | mind and you do this by keeping the focus on |
| unique rewards get old. Keep updated with | | | | building the points or accumulating the tokens. |
| rewards that propel your children and students to | | | | Allow your child to keep points once earned no |
| keep working towards a goal. Fine tune and | | | | matter how the scene may have deteriorated. At |
| freshen up rewards before their appeal fizzles out. | | | | times he does not earn his points, that in itself is |
| | | | a penalty so you need do nothing more. Refocus |
| 2. Are you overlooking praise as a natural and | | | | on the positive. |
| easy to deliver reward? Praise blossoms | | | | |
| self-esteem. Praise is a compelling motivator. Kids | | | | 6. Are you following through with your part? |
| love to hear their parents and teachers be proud | | | | Parents, educators and caregivers are busy |
| of them. Praise the deed. "Good job on the | | | | people and what sometimes is neglected, as a |
| clean-up. I don't see a speck of dirt!" | | | | result, is their very vital role. A most common |
| | | | reason that a well-crafted behavior program does |
| 3. Are you rewarding for effort? Build success | | | | not work is because the adults get too busy and |
| into your behavior program. Make sure your child | | | | those essential and exciting check marks, parent |
| can count on achievement. If a reward is getting | | | | initials or tokens don't get handed out. If it is |
| an A, set it up so the child has opportunities to | | | | impossible to be there consistently, let the |
| get the thrill of an A. | | | | tracking system be self-administering, where your |
| | | | child is on the honor system. You might be |
| 4. Are your rewards scheduled frequently | | | | delighted by how he or she honors the |
| enough? Remember the objective of a reward is | | | | agreement. It is okay to commit only to what |
| to reinforce positive behavior. That means giving | | | | you comfortably can do. And you will see, the |
| your child encouragement to keep doing the good | | | | time you give up now will pay off dramatically in |
| thing. If the goal is a tougher one for your child to | | | | the time and relief that will be your reward. |