| Behavior charts are a great way to motivate | | | | Use behaviors that are easy to track. It is |
| kids and help them eliminate negative | | | | easier to keep track of "complete homework |
| behaviors. Not only can behavior charts help | | | | daily" or "get dressed for school in the |
| kids get a handle on negative behavior, but | | | | morning" as opposed to "get along with |
| they can help kids keep track of chores, | | | | sibling". "Get along with sibling" is too |
| homework, reading, instrument practice, and | | | | general and difficult to track. It is also |
| pet care. For behavior charts to work most | | | | subjective and your idea of getting along |
| effectively, you need to use them correctly. | | | | with a sibling may differ from your child's |
| Before using a behavior chart, here are some | | | | or spouse's. Be specific in stating your |
| pointers: | | | | expectations and make sure that your child |
| | | | has a clear understanding of the chart. |
| Make it a fun and positive experience. The | | | | |
| point of the chart is to emphasize positive | | | | Use simple rewards. As mentioned earlier, |
| behaviors, not the negative ones. You can | | | | very young children usually find the chart |
| make it a game with very young children. | | | | itself rewarding. If you use a chart that |
| With older kids you can involve them in | | | | requires your child to color in a space each |
| designing the chart or giving input regarding | | | | day, go out to the store and buy some new |
| what behaviors/chores the chart will include. | | | | crayons or markers together to use as special |
| | | | "chart markers". Stickers also work great |
| Be consistent. Once you start a chart, | | | | with young kids. Have your child assist in |
| follow through. If the chart is a weekly | | | | picking out special stickers to use on the |
| chart, finish through the week. If you commit | | | | chart. |
| to a month, finish through the month. Try to | | | | |
| give a behavior chart at least one month | | | | The best types of rewards are activities that |
| before quitting. Hang the chart in a | | | | kids can participate in with a family member: |
| location that is easily visible. The kitchen | | | | a special outing with a parent, an art |
| or bedroom can be a great place for a chore | | | | project, or a sleepover at grandma's house. |
| chart, the bathroom for an oral hygiene | | | | Older children might earn extra video game |
| chart, and a behavior chart can go in a | | | | time or a chance to have a friend sleep over. |
| kitchen or bedroom. Put the chart back in the | | | | Teens could earn a chance to use the car or |
| same spot daily after filling it out. | | | | extra time added to a curfew. Most important |
| Remember, you need to model consistency by | | | | is that you sit down with your child and |
| keeping up with the chart. Don't we expect | | | | decide together what the reward will be for |
| our kids to be consistent when working on | | | | his effort. The possibilities are endless. |
| negative behaviors? | | | | |
| | | | Use easy point systems. If you are using a |
| Make expectations attainable. You want your | | | | chart with a point system, make it simple. |
| behavior chart to be a success. Make sure | | | | For instance, if assigning points in a chore |
| that your expectations are realistic for your | | | | chart, use low numbers like 2 points per |
| child or the chart will become a frustrating | | | | chore. Maybe you'll give 1 point if the chore |
| experience. Expecting your child to get A's | | | | is not done correctly and 2 if it is. Don't |
| on every school assignment or use the potty | | | | bog yourself down with too many points. Also, |
| every day may be unrealistic and frustrating | | | | kids who will be using point systems need to |
| to both you and your child. In addition, | | | | be old enough to understand the math |
| don't fill your chart with too many | | | | involved. Otherwise, the child may become |
| expectations or chores. Your child may feel | | | | frustrated. |
| overwhelmed. You can even target one | | | | |
| behavior or chore at a time. Don't set your | | | | Finally...If a behavior chart does not seem |
| child up for failure. | | | | to work well with your child after giving it |
| | | | a good effort, finish up the chart and let |
| Don't expect perfection. We all have days | | | | your child know that maybe you should try |
| that are more difficult than others. As | | | | some other options. Don't imply that it was |
| mentioned earlier, emphasize the positive. | | | | your child's fault the system didn't work. |
| Make it a success if your child succeeds even | | | | Charts don't work for all behaviors or all |
| 3 days out of seven. Make sure you recognize | | | | children. And, if your child still wants to |
| her achievements even if she doesn't seem to | | | | continue with the chart, by all means you |
| be doing as well as you had hoped. Change | | | | should keep it up. Change may be around the |
| takes time. Set up a point or reward system | | | | corner. Your child may just be enjoying the |
| that is fair and realistic for your child. | | | | time spent with a parent working on the |
| | | | chart!by Joanne McNulty, M.S. |