Are you looking for hacks to motivate kids to attempt new tasks? If so, keep reading.
1. .
2. Minimize distracting stimuli (e.g., place the learner on the front row, give a carrel or “office” space away from distractions, etc.). This is used as a way of reducing distracting stimuli, not as a punishment.
3. Organize their surroundings to give the learner increased chance for help or assistance.
4. .
5. Assess the clarity and quality of directions, explanations, and instructions given to the learner.
6. Get the learner to question any directions, explanations, or instructions not grasped.
7. (a) what the learner is doing wrong (e.g., not trying a new task) and (b) what the learner should be doing (e.g., asking for assistance or clarification, following instructions, staring on time, etc.).
8. : (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).
9. .
10. Draft an agreement with the learner stipulating what behavior is required (e.g., trying a new task) and which reinforcement will be implemented when the agreement has been met.
11. Praise the learner for trying a new task within the duration of time they can be successful. As the learner shows success, slowly decrease the amount of time to begin the task to be reinforced.
12. (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled to finish the task is sufficient.
13. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the learner’s progress. The parents may reinforce the learner at home for trying a new task/task at school.
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1. .
2. Minimize distracting stimuli (e.g., place the learner on the front row, give a carrel or “office” space away from distractions, etc.). This is used as a way of reducing distracting stimuli, not as a punishment.
3. Organize their surroundings to give the learner increased chance for help or assistance.
4. .
5. Assess the clarity and quality of directions, explanations, and instructions given to the learner.
6. Get the learner to question any directions, explanations, or instructions not grasped.
7. (a) what the learner is doing wrong (e.g., not trying a new task) and (b) what the learner should be doing (e.g., asking for assistance or clarification, following instructions, staring on time, etc.).
8. : (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).
9. .
10. Draft an agreement with the learner stipulating what behavior is required (e.g., trying a new task) and which reinforcement will be implemented when the agreement has been met.
11. Praise the learner for trying a new task within the duration of time they can be successful. As the learner shows success, slowly decrease the amount of time to begin the task to be reinforced.
12. (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled to finish the task is sufficient.
13. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the learner’s progress. The parents may reinforce the learner at home for trying a new task/task at school.
The post appeared first on .