Why I Use Incentives

There are many varying opinions on rewarding students within the classroom. My go-to reward for students are extrinsic through incentives. When I first start describing my reliance on incentive rewards to parents and some teachers they immediately ask 'So you're bribing your students?' This could not be further from the truth! Using incentives is not bribing, but allowing students to be rewarded for their good work.
In my classroom this usually looks like stickers and time on the iPad. My students with behavior plans all make use of incentive rewards for their good behavior. One of my students has a chart that shows every activity for the day. If he receives a sticker in each of the daily activities for following directions and keeping his hands to himself then he receives iPad time at the end of the day for a given amount of time. Using this incentive has completely changed his behavior in just a few months. Other times, I give all students who complete an activity a sticker or if students are listening I will give them a stamp. It is all about rewarding good behavior to get more good behavior. If my students don't initially receive the reward then they will start trying to get the sticker or stamp and change their own behavior to become successful. Again, I'm not bribing them to be good. I'm giving them incentive to perform appropriate behavior. I'm showing them through their peers how they should act and what they should accomplish. This is why I use incentives nearly every day. My students deserve incentive rewards to remind them of how amazing they are as students and how good begets good.

Importance of Intervention

As a special education teacher, Intervention is a major part of my job. When most people think of intervention they usually think of academic deficits. However, Intervention can be used for so many other needs! In my classroom, most of my students receive intervention in social, emotional, or behavioral skills. To me, these are where young students in the primary grades need the most development and monitoring. "Research shows that SEL not only improves achievement by an average of 11 percentile points, but it also increases prosocial behaviors (such as kindness, sharing, and empathy), improves student attitudes toward school, and reduces depression and stress among students" (Weissberg, 2016). This data is so important when considering the implications on their education for years to come. Something as simple as teaching a child how to make friends and follow directions could significantly impact their entire lives. Especially considering the level of stress and depression among students in the US now, these skills are essential to helping students achieve their better selves for years to come. And this is only when considering social and emotional intervention. Can you imagine the results of applying this instruction to all students? 

References
Weissberg, R. (2016, February 15). Why Social and Emotional Learning Is Essential for Students. Retrieved from https://www.edutopia.org/blog/why-sel-essential-for-students-weissberg-durlak-domitrovich-gullotta

What's the Cause?

We've all been there. 
You're teaching a wonderful lesson and then all of a sudden something goes haywire and a student starts showing some behavior. You look back on it and just think "Why did that happen?"
Let me tell you that you are not alone. There are nearly an endless amount of potential causes for a single behavior that you see. For me, one of the most difficult behaviors to determine a cause for are those related to sensory needs. Powell and Solity describe sensory behavior as "when a student is motivated by sensory input: Things feel good, look good, taste good, or sound good" (2018). I would add that it would also include when things feel, look, taste, or sound bad. These all manifest differently making them difficult. One year I had a student with Autism who everyday would stop outside of the classroom door and throw himself on the floor, refusing to move. I tried keeping the routine, changing the routine, coercion, and every trick I could think of and it continued to happen. A few months into school I changed a bulletin board for the season. The next day, the student stopped at the door, looked, and then walked in. I was able to deduce that something about the bulleting board was visually upsetting to him. Without changing the visual stimulation, this specific behavior may have continued without a known cause. There are so many sensory experiences in an elementary school and primary classroom that it can be overwhelming to some students. If you suspect that sensory needs may be causing a behavior try changing the reception. If they react to noise, offer a pair of headphones. If it's visual, change a decoration or offer sunglasses. Don't count on all behavior having external causes. Internal sensory responses and needs are very real and can be difficult to understand, but once you find the need you can help the student succeed through that obstacle.

Powell, M., & Solity, J. (2018). Introduction: Cracking the code. Teachers in Control, 1-8. doi:10.4324/9780429470455-1

Intervention: It's Not Just Academic

Typically when you hear intervention in the school system your brain probably goes straight to learning to read, mathematics, and academic deficits. However, many people don't realize that there is just as much need for behavior intervention as academic intervention. There is a tier system for academic intervention through Response to Instruction and Intervention (RTI2) that also includes behavioral support and intervention. This is because behavior and academics go hand in hand - one influences the other. Studies show that students who exhibit challenging behavior are typically students that show low academic skills as well (Bohanon, Goodman, and McIntosh, 2018). So it makes sense to provide intervention for both as well.

Image 1: Linking Behavior and Reading Support

The previous graphic shows exactly how these two areas work together and how educators can use this to their advantage. You collect data and make decisions in both of these areas individually and collaboratively. The team approach to make decisions and determine interventions is very helpful in this situation because different team members may be applying interventions in one area and not the other, so they will be able to collaborate and work together. Because the two areas for potential intervention influence each other, we as educators and parents need to focus on both of these areas when determining intervention and helping students succeed. 

References

Bohanon, H., Goodman, S., & McIntosh, K. (n.d.). Integrating Academic and Behavior Supports Within an RTI Framework, Part 1: General Overview. Retrieved 2018, from http://www.rtinetwork.org/learn/behavior-supports/integrating-behavior-and-academic-supports-general-overview