Behaviour reward charts

There are many tools and strategies in relation to behaviour management.

One tool often used is the reward chart.

Is there a place for behaviour or reward charts in effective behaviour management?

There are some who vehemently disagree with the use of them and others who believe there is a valid place if used correctly to assist in managing behaviour.

Behaviour charts can, if used correctly, be a helpful motivator with a child’s behaviour.

They tend to be used when a child is practicing a new skill (toilet training) or completing tasks such as cleaning a room, eating all their dinner, sleeping through the night.

Alternatively they may be used to address a behaviour that needs to be minimized.

It has been noted that for some children the use of reward charts can be a more positive way to help or re-shape a child’s behaviour than other forms of discipline.

Not all behaviour strategies and tools work for every child. This goes for the behaviour reward charts. If implemented correctly they data does show that they tend to work.

Tailoring a behaviour management style to the individual child works best. This takes into account the behaviour, the child, their age and developmental stage, etc.

If you do intend to use a behaviour chart it is important to provide lots of praise and encouragement even if they didn’t receive the reward but they tried hard.

This acknowledges there attempt and essentially this is part way to the end goal and so should be noted.

Reward charts are just as they seem. They are used to reward a behaviour. They are not used as a component of punishment.

They are most effective if they are not over used.

Ideally a child’s behaviour should be intrinsically motivated. However, there are times when a child may need a little additional support. This is when a reward chart may be the right tool.

This is where it may be applicable when a child may need a little extra assistance and reward to focus and achieve.

SK does not advocate for rewards charts but rather for what works best for you in your individual situation. A reward chart may be just the incentive required.

Reward charts work for some as a supportive tool in behaviour management.

As children learn about what behaviors are acceptable and not acceptable based on the consequences of those behaviors a reward chart may facilitate learning.

A child is rewarded for the agreed behaviour.

The focus is on the achievement.

A child should receive a sticker or reward every time that they engage in the targeted behavior.

Rewards are collected to the agreed amount or period of time.

Once the targeted behaviors are being done pretty consistently, you can start to move to work on other behaviours if necessary.

It is important to be mindful in relation to the nay sayers point of view with reward charts.

Whilst it may seem a harmless strategy for a reward system to implement it is not the magic bullet for addressing behaviour and as a behaviour management tool.

It may not work for some.

It may not be the best alternative for your child.

A reward chart is certainly a better behaviour management tool tan punishment, yelling or scolding, however, there are some potential downsides of trying to use reward systems to influence children.

There are sometimes some inadvertent drawbacks with potentially some untended consequences.

At times there may be difficulty in implementing a reward chart.

• They may lead to a bargaining attitude.
• Some children won’t engage in the reward chart system. Let’s face it, not everything works for every child.
• It may remove identifying the root of the behaviour.  It is important to examine the reason behind the cause of the behaviour.
• A child may develop a complex of afraid of failure, increased anxiety of performing and achieving.
• A child may become frustrated with the process and not have the tools to know how to cope with the frustration or feelings of being overwhelmed.
• A child may not be capable of doing what is what is wanted. It is important to not exceed the child’s capacity and developmental stage.
• Practically it may be challenging and exhausting to maintain a reward chart consistently. Reward charts require consistency.

• Make it clear what behaviour you are targeting in the chart. What are you working towards. Focus on one behaviour at a time and use the reward chart solely for that behaviour.
• Focus on the reward being non-tangible such as an extra privilege or something fun.
• Make the chart a ‘bonus’ and fun. Make quite a big deal about it as to why it is being made and also in the making of it. But don’t make it a issue if it is not ‘achieved’ immediately or if there are hiccups with the reasons behind the chart.
• Get the child to help make it, and then the child feels like they can also take ownership.
• It’s best not to try to do too much. Focus on one behaviour at a time. Only one item/behaviour per chart.
• Make the reason for the chart positive. i.e. Sasha is to keep her feet on the floor when sitting on a chair. Adam is to feed himself all of his dinner/meals, etc.
• Allow them to discuss, and if possible, choose the reward, but make sure you agree on the reward before you start. Remember, rewards don’t need to cost. Knowing the reward ahead of time provides the opportunity for the child to know what they are working towards.
• Make the achievement of the reward easy in the beginning, especially for the first behaviour chart they have. This will help motivate them and give them a positive feeling of accomplishment.
• Consistency is key.
• Identify ahead of time the number of rewards required to achieve.
• Make the reward achievable. Rewards do not to be expensive nor do they need to achieve an excessive amount of stickers to achieve the reward. If too many stickers are required the child will lose interest and the reward chart will cease to have meaning.
• Connect the sticker to the targeted behaviour. Provide the sticker as soon as they have achieved the targeted behaviour.
• A chart should not be for more than 2 weeks at a time.
• Explain and record the consequences if rules of the chart are not followed. But don’t harp on them or make them bigger than the issue at hand.
• Never remove rewards once they have been earned. They genuinely earned them and not only will they be greatly upset, but it will discourage them from trying and is not what the concept of a reward chart is about.
• Place chart at their eye level in a prominent spot.
• Talk about the progression of rewards as well as any setbacks.
• Review as you go. Once you add another sticker to the reward chart count the stickers and review what is required to achieve the reward. Be encouraging and use positive language to reiterate their success to date and the path to complete. Positive attention regarding the targeted behaviour generally will engage the child to continue.
• Make it developmentally appropriate. Ensure the reward chart is suitable to the age and stage of the child.
• Think of reward charts as rewards rather than bribes for behaviours. The difference between bribery and reward charts is that bribery tends to have the likelihood to increase the behaviour. For example, a child will learn that if they throw a tantrum at the shops they will receive a toy. Therefore a child will associate a tantrum with a new toy and the behaviour will likely increase as a learned outcome for a behaviour. A reward chart has identified the reward in relation to a specific behaviour.
• Celebrate the achievements.
• Use them sparingly.