Charts, Rewards, & Celebrations: The Truth Behind Behavior Modification

"Give me a child, and I'll shape him into anything."

                                                             -BF Skinner   
  

For years, Psychologists adhered to the behaviorist philosophy, championing the notion we can all be shaped and modified. Before the 21st century, it became evident that along with shaping behavior, there needed to be a shift in cognition; thus, cognitive behavioral interventions were born.  While it is a theoretical orientation I steadfastly believe, young children often do not possess the metacognition necessary to effectively use these techniques. As a result, parents and professionals are often left with a more behavioral approach.

If you are a parent of a school age child, with some degree of behavioral challenges, the "behavior chart" is probably a staple in your life. At times, the level of complexity leaves everyone more confused, and frustrated, then the behavior you are shaping. So, here are some factors to consider when trying to create a behavior modification plan that works!

Key Terms
Reward: Any item that has real market value (i.e. toys, games, technology)

Celebration:  An item or experience that has no market value (i.e. sleep over, crafting, movie night)

Natural Consequence:  The outcome of a behavioral choice (i.e. I don't do my work, I get an F)

Consequence: A loss of a preferred activity/object (i.e. no screen time) imposed by an adult

Restorative Justice: The consequence fits the crime (i.e. destroy your bedroom, clean it up)

The Big 5:
1.  You cannot fix every behavior your child exhibits. Select one or two behaviors, such as those which could have the most impact, or are safety concerns. Common behaviors include interrupting, keeping hands/feet to self, following direction, unkind language, and the list goes on....In its totality, this list isn't getting fixed by using a behavior chart.

2.  Select a behavior and operationalize it. For example, "Keep hands/feet to yourself" actually entails refraining from touching other people and their belongings.

3. ALWAYS state the expected behavior, not the one you are trying to eradicate. Continuing with the example of "Keep hands/feet to yourself, here are sample goals: 1.  I will keep my hands by my side or in my pockets, unless a friend/sibling offers me a high five.  2.  I will use my belongings, and ask permission before touching my friend/sibling's things.

4.  Whether you decide to use a reward or celebration, set an attainable goal. If the behavior happens multiple times a day, don't set a goal of a week without hitting or grabbing. Your child will not succeed and quickly lose motivation to improve.  Set the bar low, where your child is almost guaranteed to succeed, because success breeds success.

5. CONSISTENCY will be the primary reason your intervention succeeds or fails. Life gets in the way a lot, as you are busy, tired, stressed, and have other children to worry about.  There is no greater factor in the failure of behavior modification than bending the rules, inconsistently following through, and rewarding a child who hasn't really earned it. Behavior charts are a huge commitment to be effective, and not for the weary.