Reinforcement
Reinforcement can be anything from social praise to points or tokens that are traded in at the end of a certain time frame for any privilege the student would like. A social reinforcement could be as simple as telling the student "great job", I can tell you are working really hard or writing positive feedback on their work. Sticker charts are another popular choice. If the student collects a certain number of stickers by the end of the day, they can choose something they would like to do. After you have established what reinforcements work for the student, the student needs to do the positive behavior in longer intervals in order to get a reward.
Reinforcement usually helps with the student’s behavior throughout the day. Reinforcement helps the self-monitoring strategy be successful as well. According to Hallahan, Kauffman, & Pullen, 2014, “The use of behavioral procedures such as reinforcement is somewhat controversial, and some are opposed to their use. Many authorities, however, consider them almost indispensible in working with students with ADHD” (Hallahan, Kauffman, & Pullen pg. 166). Each student is different in what they would prefer for reinforcement. To decide on what to choose you can simply ask the student or observe what he/she likes to do in their free time. Reinforcement must also be awarded immediately after a positive behavior so the student will know what they are getting reinforced for.
Reinforcement usually helps with the student’s behavior throughout the day. Reinforcement helps the self-monitoring strategy be successful as well. According to Hallahan, Kauffman, & Pullen, 2014, “The use of behavioral procedures such as reinforcement is somewhat controversial, and some are opposed to their use. Many authorities, however, consider them almost indispensible in working with students with ADHD” (Hallahan, Kauffman, & Pullen pg. 166). Each student is different in what they would prefer for reinforcement. To decide on what to choose you can simply ask the student or observe what he/she likes to do in their free time. Reinforcement must also be awarded immediately after a positive behavior so the student will know what they are getting reinforced for.
This video above shows ADHD Research-based teaching strategies. The very first 2 strategies both have to do with reinforcement. One idea is the token economy. In this strategy the student gets tokens for completing work, interacting with others in a polite way, and following classroom rules. They could then exchange their tokens for a prize or reward.
Teachers can use positive reinforcement in any content area. If the student is working hard on the work that needs to be accomplished, the teacher can offer a positive reinforcement. If the student is using manipulative in math to solve problems and you know this particular student likes to play with the manipulative, you could give him/her the rest of the work time to play with the manipulative. Another way a teacher may use reinforcements would be if a student finishes their reading or writing assignment early, the teacher could exchange the rest of the time to play a game.
Teachers can use positive reinforcement in any content area. If the student is working hard on the work that needs to be accomplished, the teacher can offer a positive reinforcement. If the student is using manipulative in math to solve problems and you know this particular student likes to play with the manipulative, you could give him/her the rest of the work time to play with the manipulative. Another way a teacher may use reinforcements would be if a student finishes their reading or writing assignment early, the teacher could exchange the rest of the time to play a game.