Journal #2

Teresa LaBianco

July 15, 2013

SPEDE 776

            Positive reinforcement charts are a common aspect of an early childhood classroom.  As through years of research has proven, the use of positive reinforcement is a highly effective method in promoting appropriate behaviors and academic excellence.  When working with children with autism spectrum disorder, the use of positive reinforcement is especially emphasized.  Having a structured visual that assist students to complete work and abide by classroom rules when otherwise difficult to do independently. 

Following the summer unit, the classroom teachers created a reinforcement system called Our Fantastic Fruit Bowls.  Before the teachers introduced the chart, the class worked together to create rules for all to follow throughout the summer.  The rules include: 1. Raising a quiet hand to share or ask a question, 2. Whole body listening, 3. Staying in line and being quiet in the hall, 4. Keeping your hands to yourself.  Once these rules were instated by the class the teacher introduced the fruit bowls. Twelve pots were drawn on a chart paper, one for each student.  The teachers explained that for every time a teacher sees a student following a class rule and going above and beyond being a good classmate they will receive a fruit of their choice to be drawn in the basket.   When the students earn five fruits they get a cool fancy sticker from the special fruit basket.   Another aspect of the fruit bowls is that throughout the summer every student in the class will also have their own specific goal that they will work to achieve.  The students were sent back to their seats to write in the journal about how they are going to earn their fruits for their basket.  Teachers walked around the class as the students were writing in their journals.  As they rotated, they gave students their own special goals for the summer.  The teachers asked for the students to add their own goals to their journal entries.  Between the transitions from writing to the next activity was the first opportunity for the students to earn their fruits. 

  The system has been in place for a week now.  All of the students are excited to earn their fruits and receive their choice of sticker.  When the teachers take the time before, after, and during activities to give out the fruits the other students that were not following the rules do straighten up and follow the directions.  It is a very reinforcing for the students as once a student gets their five fruits the other students congratulates them and then gets excited for how many more fruits they need to get their own sticker.  The students of the class that follow the directions easily have received the most fruits so far, as they serve as a model to the students with more interfering behaviors.  Students that were more reserved, easily distracted, and unmotivated to comply with directions are now more cooperative during activities and in completing activities.  Although chart can be little distracting to the students.  The chart is on the front blackboard, right next to the area that the students face during read aloud and other activities.  I have noticed students looking at the chart, counting their fruits, and talking to their friends about the chart instead of staying on task.  At this point of the summer almost all of the students have received their first stickers for earning five fruits.  As the summer continues I wonder if the prize of a sticker will continue to be reinforcing for the students.  The teachers may need to increase the prize or alter it for the students to stay interested in earning their fruits for the next three weeks of the summer.  For now the system has been highly effective in promoting the rules, their personal goals, and overall better academic performance.