Category Archives: Chapter 4

032 – Chapter 4, Part 11

Step 2: Help Your Child Want to Do What You Expect (continued) Age Differences Assign credits according to your child’s skill levels, which generally will be related to age and other maturational aspects. For the older group For children who … Continue reading

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033 – Chapter 4, Part 12

Step 2: Help Your Child Want to Do What You Expect (continued) Provide Meaningful Reward Choices Once you have assigned a credit value for each item, your next task is to develop a catalog or list of rewards. While this … Continue reading

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034 – Chapter 4, Part 13

Step 2: Help Your Child Want to Do What You Expect (continued) Consider Constraints on Delivering Rewards Some rewards may not be so easy to deliver exactly when the child reaches enough credits to deserve them. To avoid disappointing your … Continue reading

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035 – Chapter 4, Part 14

Step 2: Help Your Child Want to Do What You Expect (continued) Sample Sets of Reinforcement Lists The box below displays a sample reward list for reading-age Johnny Jones and shows typical examples of what some parents have included in … Continue reading

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036 – Chapter 4, Part 15

Step 3: Build Your Program into Your Family Life Your next task is to establish how the program will operate in your family. Done poorly, the program can demand much family time and attention. Done well, it can be minimally … Continue reading

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037 – Chapter 4, Part 16

Step 3: Build Your Program into Your Family Life (continued) Implement Your Daily Review With your behavior chart at hand, your next step is to establish and maintain a daily review to tie all the elements of the program together. … Continue reading

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038 – Chapter 4, Part 17

Step 3: Build Your Program into Your Family Life (continued) Implement Your Daily Review (continued) Consider Your Child’s Age All of the notions discussed so far apply in a straightforward fashion to children from ages six or so up to … Continue reading

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039 – Chapter 4, Part 18

Step 3: Build Your Program into Your Family Life (continued) Implement Your Daily Review (continued) Some Additional Considerations It is best to record failures with an “x” rather than a “0” to avoid tempting children to fudge a higher score, … Continue reading

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