Reward Systems
Using reward systems in the classroom can be very beneficial for students with Williams Syndrome. Students with WS have difficulty staying on task and acting socially appropriate. Reward systems can be used based on positive behaviour, being on task, or any goal the student has. Potential rewards for students with WS could include breaks, time to listen to music, or something as simple as clapping and praising. It is important that the reward is something that the student is interested in and desires. Children with WS need frequent breaks during sustained work periods, and reward systems are a great way to incorporate these. Three different types of reward systems that we suggest using are token boards, countdown strips, and break cards. Again, it is important to know your student to determine what system to use and what reward is appropriate .
Token Board
One example of a reward system is token boards. This strategy is aimed at reinforcing positive behaviour in the classroom. Students earn tokens by displaying appropriate conduct (i.e. staying on task, working well in a small group, etc.). Once they gain a specific amount of tokens, they can simply trade them in for a designated reward, like time on the computer or a music break.
Although token boards have not been specifically researched for students with Williams syndrome, they have been shown to be effective for other students who have difficulty staying on task and acting socially appropriate. For example, Tarbox et al. (2006) investigated token reinforcement for children with autism and found an increase in attending behaviour during trials for academic and communication skills. Similar results may occur for individuals with WS, but the lack of empirical research leaves an element of unknown.
Although token boards have not been specifically researched for students with Williams syndrome, they have been shown to be effective for other students who have difficulty staying on task and acting socially appropriate. For example, Tarbox et al. (2006) investigated token reinforcement for children with autism and found an increase in attending behaviour during trials for academic and communication skills. Similar results may occur for individuals with WS, but the lack of empirical research leaves an element of unknown.
The video to the right shows how token boards can be effectively used for a student. Although this video shows a student with autism, it would be used in the same way for a student with Williams syndrome.
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Countdown Strip
Countdown strips are another form of a reward system that are commonly used in classrooms. A
countdown strip can help students understand that an event will only last a
short period of time. Just like other strategies, the countdown strip can be
modified to best fit the needs of an individual. For example, a teacher may use different
sets of numbers depending on the activity or event. As the activity occurs and time
passes, the numbers are crossed off until the task is finished.
Similar to other reward systems, special interests can be incorporated into a countdown strip. For example, if a student enjoys listening to music, the reward may include listening to his or her favorite song once. If you are considering using a reward system, we encourage you to reflect on consistent interests of your student. As every individual is different, it may take a few trials to discover the optimal amount of time requested until the student receives his or her reward.
Similar to other reward systems, special interests can be incorporated into a countdown strip. For example, if a student enjoys listening to music, the reward may include listening to his or her favorite song once. If you are considering using a reward system, we encourage you to reflect on consistent interests of your student. As every individual is different, it may take a few trials to discover the optimal amount of time requested until the student receives his or her reward.
Break Card
Lastly, break cards are another common resource found in a variety of different classrooms. A break card is a visual support that a student may use to communicate that they need to take some time away from an activity or task. Break cards can also incorporate feelings, just like the example to the left illustrates. This is an effective strategy for students who require consistent breaks.
Break cards for individuals with Williams syndrome have not been empirically researched, but other studies show significant evidence that this strategy can help with anxiety, a common predisposition of students with WS. Minahan & Rappaport (2012) describe how breaks, if they are used consistently throughout the day, can effectively help students with anxiety by helping keep them calm. Breaks are also effective in breaking up an activity into more manageable chunks of time.
Questions to consider when employing a break card system:
Break cards for individuals with Williams syndrome have not been empirically researched, but other studies show significant evidence that this strategy can help with anxiety, a common predisposition of students with WS. Minahan & Rappaport (2012) describe how breaks, if they are used consistently throughout the day, can effectively help students with anxiety by helping keep them calm. Breaks are also effective in breaking up an activity into more manageable chunks of time.
Questions to consider when employing a break card system:
- What is the goal of this strategy for your student?
- How will the student request a break (e.g., pointing, exchanging, verbally)?
- What might the student do when on a break (i.e. special interests)?
- How long will the break be? Will it be the same each time?
- How will the student know when the break is over?
- Is the strategy at your child’s developmental level?
- Where will the break card be located when needed?
Hodgdon, L. (1995). Visual strategies for improving communication: Practical supports for school and home. Troy, Mich.: QuirkRoberts Pub.
Minahan, J., & Rappaport, N. (2012). Anxiety in students. Phi Delta Kappan, 94, 34-39.
Myles, B., & Hudson, J. (2008). Working with Children with ASD. Retrieved July 22, 2015, from http://www.researchautism.org/resources/newsletters/archives/documents/WorkingwithChildrenwithASDTipsforMedicalStaff_000.pdf
Tarbox, R., Ghezzi, P., & Wilson, G. (2006). The effects of reinforcement on attending in a young child with autism. Behavioral Interventions, 21, 155-164.
Minahan, J., & Rappaport, N. (2012). Anxiety in students. Phi Delta Kappan, 94, 34-39.
Myles, B., & Hudson, J. (2008). Working with Children with ASD. Retrieved July 22, 2015, from http://www.researchautism.org/resources/newsletters/archives/documents/WorkingwithChildrenwithASDTipsforMedicalStaff_000.pdf
Tarbox, R., Ghezzi, P., & Wilson, G. (2006). The effects of reinforcement on attending in a young child with autism. Behavioral Interventions, 21, 155-164.