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We all know reinforcement systems. They are go-to strategies for many clinicians, teachers, and parents. However, some have strong objections to behavioral rewards or other related techniques. Some think they work wonders, while others say they undermine intrinsic motivation. Still others feel they are the only way to successfully manage behavior. And then there are those who argue that their kids love them. They can be useful, but they follow from the assumption that the challenge is largely with motivation. They can also create a transactional environment in which children will only do something if they get “paid.” As with so many things, there is nuance in the design and use of these systems.
I (JS) have used these systems sparingly with my own children. Two examples come to mind, though neither was a full reinforcement system, but instead a single prize offered for something that was intimidating to my child. The first one was when my daughter chose for the first time to do ski camp as her February vacation “day care.” She was about 7 years old. The problem presented itself on the first day. Though she wanted to, she was too scared to go up the ski lift, and therefore, her whole group could not go up the mountain. The group remained at the bottom of the slope practicing basic skills. There was notable pressure to solve this problem, as the camp was only five days long, and other children were impacted. Littlest Pet Shop to the rescue! With a lot of conversation about how proud of herself she would be and the additional nudge of a promise of a Littlest Pet Shop toy purchase if she did it, the next day, she used the ski lift and went up the mountain! She was so proud of herself. The prize helped motivation outweigh her anxiety. And the pride and sense of accomplishment loomed larger than the toy.
The second memorable time the idea of using a reinforcement system arose, it was really only a “threatened use.” This same child was getting very anxious about getting what she felt were subpar grades in middle school. We talked about how some parents pay their children for good grades and suggested that we pay her for getting poor grades in order to help her become more comfortable with that happening. She did not love the idea, but we really wanted to, at that age, help her realize that no one can excel at everything and that she can survive a setback. The reinforcement plan served as a vehicle to start a broader conversation.
These examples do not demonstrate the great utility of behavioral systems, though we recognize that such systems can be quite useful. Rather, they show how they can be employed in multiple ways and need to be devised with care and consideration for the child or children and the situation. When thinking about behavioral systems, we consider a number of factors.
Questions to consider
- Is the behavior within the child’s ability? The target behavior must be something that the child, with some scaffolding or additional supports, can complete or approximate. If there is no way the child will be able to complete the task, no amount of additional motivation will make it happen. The hoped-for prize might become a symbol of failure rather than an enticing reward.
- Can/would the caregivers/staff carry it out as planned? Will the adult remember to give the prize as discussed? Do they have the means (for example, financial means if it requires purchasing an object, time if it is a promised experience) to follow through? Will they struggle not to remove the prize if the child does something to upset them?
- Will this system encourage transactional motivations such that the child will want a prize or payment for doing everything that would be expected of a good “citizen of the household”? Is this behavior particularly challenging, but generally, the child recognizes their responsibilities? Are there conversations about why a reinforcement plan was set up for this individual goal?
- Are there concerns about undermining intrinsic motivation in general, or is this behavior, perhaps, something that the child does not yet find motivating but is important? In that case, would some additional motivation help?
- Is reinforcement proposed as a substitute for a better or more important intervention? Sometimes we use behavioral systems to jump-start interventions and get some movement early on. Sometimes, though, something else is warranted. If a child is struggling to behave appropriately in school because of significant trauma, then work on trauma, not increasing motivation, likely needs to happen.
- Is there an issue (anxiety, concerns about looking foolish, etc.) that a little additional motivation can help them overcome? Sometimes there is intrinsic motivation, but there is another factor overriding it. Again, considering first whether the behavior is within the child’s capabilities, some additional motivation might help. So, for example, if there is enough anxiety to make something difficult, such as using the ski lift, but not so much anxiety that it is paralyzing, then a prize might be useful. If, however, anxiety is so overwhelming that there is no way a prize will make a difference, then it is likely to just serve as a poignant reminder of something they are not yet able to do.
Sticker charts are one tool to have in your toolbox. They should not be used as the proverbial hammer for every presenting situation. The key is being thoughtful in their use. Start with a thorough assessment of the problem. Consider a variety of interventions, and then choose the one best suited to solving the problem with the child. Sometimes it will be that sticker chart. Many of us do love a prize. But remember that what can help can also hurt. If you offer a prize that cannot be attained because the target is too difficult, if you don’t provide a promised reward when the target behavior is achieved, or if every problem results in a trip to a toy store, then you are not solving the problem. But, if the child struggles to do something that they are capable of and you think a little more motivation may make the difference, then a sticker chart may be just the thing to help.
