A Token Economy That Supports Both Behavior and Math Skills

A Point System is a token economy that provides points for the behaviors or academic tasks that you want to reinforce either for a students IEP, or to manage or improve targeted behaviors. Points are assigned to those preferred (replacement) behaviors and rewarded on an ongoing basis to your students. Token Economies  support behavior and teach children to defer gratification. It is one of several techniques that can support good behavior. A point system to reward behavior creates an objective, performance-based system that can be straightforward to administer. A Point system is an effective way to administer a reinforcement program for students in self-contained programs, but can also be used to support behavior in an inclusion setting. You will want to have your point system operate on two levels: one that targets specific behaviors of a child with an IEP, and another that covers the behavioral expectations of the general classroom, as a tool for classroom management. Implementing a Point System Identify the behaviors that you want to increase or decrease. These can be Academic Behaviors (completing assignments, performance in reading or math) Social Behavior (Saying thank you to peers, waiting patiently for turns, etc.) or Classroom Survival Skills (Staying in your seat, raising a hand for permission to speak.Its best to limit the number of behaviors you want to recognize at first. Theres no reason you cant add a behavior each week for a month, though you may want to expand the cost of the rewards as the possibility to earn points expands.Determine the items, activities or privileges that can be earned by the points. Younger students may be more motivated for preferred items or small toys. Older students may be more interested in privileges, especially privileges that give that child visibility and therefore attention from his or her peers.Pay attention to what your students prefer to do in their free time. You can also use a reward menu, to discover your students preferen ces. At the same time, be prepared to add items as your students reinforcers may change.Decide on the number of points earned for each behavior, and the time frame for winning prizes or earning a trip to the prize box. You may also want to create a time frame for the behavior: a half hour of reading group free of interruption may be good for five or ten points.Determine the reinforcer costs. How many points for each reinforcer? You want to be sure to require more points for more desirable reinforcers. You may also want some small reinforcers that students could earn every day.Create a Classroom Bank or another method of recording accumulated points. You might be able to make a student the banker, though you want to build in some deterrence to fraud. Rotating the role is one way. If your students have weak academic skills (as opposed to Emotionally Impaired students) you or your classroom aide may administer the reinforcement program.Decide how points will be delivered. Points need t o be delivered continuously and unobtrusively, immediately after the appropriate, target behavior. Delivery methods might include:Poker chips: White chips were two points, blue chips were five points, and red chips were ten points. I awarded two points for being caught being good, and five points were good for completing assignments, returning homework, etc. At the end of the period, they counted their points and rewarded them. After 50 or 100 points they could trade them in for a reward: either a privilege (use of my CD players during independent work for a week) or an item from my treasure chest.A record sheet on the students desk: Use a specific colored pen to avoid counterfeiting.A daily record on a clipboard: This would be most effective for young children who would either lose the chips or not be able to help with record keeping: the teacher can record their daily points on a class chart at the end of the day/period.Plastic money used to teach counting: This would be great for a group that is acquiring money counting skills. In this system, one cent would equal one point.Explain the system to your students. Be sure to demonstrate the system, explaining it thoroughly. You may want to create a poster that explicitly names the desired behavior and the number of points for each behavior.Accompany points with social praise. Praising students will pair praise with the reinforcement and increase the likelihood that praise alone will increase targeted behaviors.Use flexibility when administering your point system. Youll want to reinforce every instance of the target behavior to start but may want to spread it out over multiple occurrences. Start with 2 points for each occurrence and increase it to 5 points for every 4 occurrences. Also pay attention to which items are preferred, as preferences may change over time. Over time you can add or change target behaviors, as you change the reinforcement schedule and reinforcers.

The For Any Corporate Risk Management Program Essay

For any corporate risk management program, there are a number of factors whose absence signals an increased likelihood of failure for the risk management program and whose presence greatly increases the chance for success of the program (Hillson and Simon, 2012). These factors, called Critical Success Factors (CSF), include the following: †¢ An organization supportive of the process; †¢ A skilled and competent staff; †¢ The presence of the necessary support infrastructure; and †¢ A simple, scalable, and documented procedure (Hillson and Simon, 2012). In the Environmental Quality International (EQI) in Siwa case study, some important details are missing, but with the information that is available, it is possible to draw conclusions about EQI’s risk management system and how the company reached the CSFs. EQI’s Critical Success Factors in Siwa CSF Examples Supportive Organization †¢ Company President’s personal project †¢ Fit company mandate to promote sustainable development †¢ Secured loans and other financing for project Skilled Competent Staff †¢ Neamatalla and his sister Laila were instrumental in success of phases of the project †¢ Use of local staff for reduces costs Necessary Support Infrastructure †¢ Loan money for project finance †¢ Evidence of willingness to address problems as they developed (mites in lumber, wages for women workers) Simple, Scalable, Documented Procedure †¢ No documented evidence of this CSF (Hillson and Simon, 2012) There were many benefits andShow MoreRelatedImplementation of Corporate Social Responsibility Programs by Foreign Subsidiaries716 Words   |  3 Pageswith a well-planned and defined strategic plan if they are to succeed with their Corporate Social Responsibility (CSR) programs, taking into account value creation, risk management and corporate philanthropy as part of their strategic vision for the programs. 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Roberta Borkat A Liberating Curriculum free essay sample

â€Å"A Liberating Curriculum† By Roberta F. Borkat From a readers point-of-view In â€Å"A Liberating Curriculum,† by Roberta Borkat, Borkat uses a sarcastic approach to get her lethargic students to realize the effect they are having on the educational system. Borkat in return offers an idea to give all her students an ‘A’ in all their classes after the second week of school. Borkat became disgusted when she had a student become livid with her because he plagiarized his paper from a well-known essay in the Literature world.She even had a few students with extenuating circumstances, not do so well on assignments and exams but still wanted a passing grade, even though, they did not put in the time or effort and did not show up for most of her sessions. Borkat hopes that in giving everyone a passing grade students will hopefully become more relaxed, and both the students and teachers will be able to do the things they love the most with their time. We will write a custom essay sample on Roberta Borkat A Liberating Curriculum or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Borkat believes that by focusing on the negative aspects that teachers are being faced with on a daily basis, will expectantly open her students and readers eyes to the ignorance that teachers must repeatedly put up with. Roberta Borkat utilizes ethos in several ways. Borkat tells her prospective readers about how she has been dedicated in the field of education for over twenty years.When Borkat claims, â€Å"laboring as a university professor for more than 20 years under a misguided theory of teaching,† verify that her experience as a university professor gives her the qualities to recognize when there is a problem that needs to be faced. Readers may acknowledge the fact that Borkat has been truly dedicated in this field long enough to point out several problems wrong with the educational system today. Borkat states, â€Å"I threw away numerous hours annually on trivia: . . . grading and explaining examinations; . . . holding private conferences with students; reading countless books; buying extra materials . . endlessly worrying about how to improve my teaching,† Borkat is simply making her readers aware of all the time, effort, blood, sweat and tears, she has put into her students and profession. Some readers may praise Borkat for all of her efforts she has put into making it possible for her students to recognize the importance of the criteria she has placed before them, myriad sums of time. When it comes to presenting pathos, Borkat does not hold back on expressing her emotions towards her students, fellow colleagues, and eventual readers. Borkat insists, â€Å"I humbly regret that during all those years I have caused distress and inconvenience to thousands of students while providing some amusement to my more practical colleagues,† this suggests that Borkat believes that in all her decades of teaching, instead of bringing her learners knowledge, understanding, and possessions they can use throughout their lives in their own fields of profession, she has brought them pain and inopportuneness, which has in turn made her fellow equals amused.Borkat reports, â€Å"One or two forlorn colleagues may even protest that . . . such authors as Chaucer, Shakespeare, Milton and Swift are intrinsically valuable. I can empathize with these misguided souls . . . After all, their bodies are dead. Why shouldn’t their ideas be dead, too,† insists that teachers are wasting their time teaching students about such satirists, when the students do not care about the topic. Instead, the teachers should just teach about things which will actually catch their students’ attention, such as â€Å"MTV and People magazine. †