Behavior Charts

[Leigh]

I have a foster child (3.5) whose therapist wants me to try a behavior chart (therapists' answer to all problems, IME). She has RAD and ODD.

I have tried these in the past with kids who have the same diagnoses. They have been disastrous (the kids stop doing anything that doesn't have a tangible reward, IF the charts actually are any incentive at all).

Does anyone have positive experiences with behavior charts for children with serious, diagnosed behavior issues? I just see this not working, but I agreed to think it over.

[Blackcat31]

I have a foster child (3.5) whose therapist wants me to try a behavior chart (therapists' answer to all problems, IME). She has RAD and ODD.

I have tried these in the past with kids who have the same diagnoses. They have been disastrous (the kids stop doing anything that doesn't have a tangible reward, IF the charts actually are any incentive at all).

Does anyone have positive experiences with behavior charts for children with serious, diagnosed behavior issues? I just see this not working, but I agreed to think it over.

I have never had success with charts to reward behavior.

I honestly can't wrap my head around rewarding someone (with or without issues) for doing what is expected of them. Provided the expectations are developmentally appropriate.

I have however, had tons of luck with charts when used in the opposite manner.....

I have given the child the reward (allowed participation in an activity or actually set the "reward" ...depending on what it is/or a photo of it) near the chart. Instead of marking periods of good behavior, I've marked things off when negative behaviors occur.

For example, my son had 4 or 5 photos of activities/games/toys etc that he loved to play with. Each time he was not behaving as expected or had a negative behavior, I removed a photo/opportunity to play X.

I don't know why it helped to rework it that way but it did.

Another example... I could take my DD to the store and tell her she would earn a reward (a Little Golden book) at the END of our shopping trip if she was good. Worked like a charm.

My son however was a whole different story......

What I did for him was give him 4 quarters WHEN we entered the store and told him he was allowed to spend whatever money he had left after the shopping trip. He was required to pay me a quarter every time he had to be reminded of a rule.

It worked like a charm!

For what ever reason, having the reward FIRST and having to give it up (based on his own behavior) worked better for him than promising the reward AFTER...kwim?

That's what I mean about using reward charts and similar tools backwards....

Either way, the outcome was the same but the presentation was different for each child depending on the child... and how they function.

HTH

[Leigh]

I have never had success with charts to reward behavior.

I honestly can't wrap my head around rewarding someone (with or without issues) for doing what is expected of them. Provided the expectations are developmentally appropriate.

I have however, had tons of luck with charts when used in the opposite manner.....

I have given the child the reward (allowed participation in an activity or actually set the "reward" ...depending on what it is/or a photo of it) near the chart. Instead of marking periods of good behavior, I've marked things off when negative behaviors occur.

For example, my son had 4 or 5 photos of activities/games/toys etc that he loved to play with. Each time he was not behaving as expected or had a negative behavior, I removed a photo/opportunity to play X.

I don't know why it helped to rework it that way but it did.

Another example... I could take my DD to the store and tell her she would earn a reward (a Little Golden book) at the END of our shopping trip if she was good. Worked like a charm.

My son however was a whole different story......

What I did for him was give him 4 quarters WHEN we entered the store and told him he was allowed to spend whatever money he had left after the shopping trip. He was required to pay me a quarter every time he had to be reminded of a rule.

It worked like a charm!

For what ever reason, having the reward FIRST and having to give it up (based on his own behavior) worked better for him than promising the reward AFTER...kwim?

That's what I mean about using reward charts and similar tools backwards....

Either way, the outcome was the same but the presentation was different for each child depending on the child... and how they function.

HTH

I really feel the same way about giving rewards for doing the right thing.

I hadn't thought of your method! I'm going to give it a try before trying the chart. THANK YOU! :hug:

[jenboo]

I have a foster child (3.5) whose therapist wants me to try a behavior chart (therapists' answer to all problems, IME). She has RAD and ODD.

I have tried these in the past with kids who have the same diagnoses. They have been disastrous (the kids stop doing anything that doesn't have a tangible reward, IF the charts actually are any incentive at all).

Does anyone have positive experiences with behavior charts for children with serious, diagnosed behavior issues? I just see this not working, but I agreed to think it over.

Even with the same diagnosis, each child is different. I have used token boards with children who have been diagnosed with different disorders and it has worked well. I'll explain it the best I can:
The board is a laminated piece of paper. You put a strip of Velcro or two across the back. On the front you do a row or two of Velcro dots depending on how many tokens you want to use. Your tokens are square laminated pictures of whatever you choose (animals, carton character etc) with Velcro on the back. Under the rows of Velcro dots, you put one single Velcro dot. On this dot, you put a green star token.

To begin each token "session" you start with all the tokens on the back of the board and the green star on the front. Each time the child does what they supposed to do (remains calm, doesn't self harm, follows an instruction, etc) you have the child put a token on the front of the board. Now, if the child acts out (doesn't stay calm, doesn't listen, etc) they have to remove the green star and put it on the back of the board. Once all the picture tokens are on the front of the board, the child gets a reinforcer. If they still have the green star on the front, they get to pick their reinforcer (an activity or toy of their choosing). If they do not have their green star on the front then you get to choose the reinforcer (something the child doesn't enjoy as much... But it's not a punishment).

I hope that makes sense!