Behaviorism Part II: Sticker Chart for Kids
- Jon Weingarden
- 7 days ago
- 5 min read
"Daddy's my favorite because he gave me my sticker chart!"
This is what our daughter said after she asked us to start her sticker chart again. We make the assumption that people don't like being held accountable, but everyone is happier with clear expectations about their behaviors, what they can earn and, if necessary, what the costs are if the rules aren't followed.
I recall taking a job as the first program director for the largest unit in the psychiatric hospital. Why they never had a PD, I don't know. They were the only floor that never had one. Needless to say, it was run like the wild west. The first step for me was to listen and observe. I met with all the staff one-by-one and got their impressions, suggestions and aspirations.
Next, I set goals based on the staff's feedback (these were great ideas and increased their engagement to see their thoughts on paper) and non-negotiable expectations, namely that we did not compromise the mental health treatment on the program when something unexpected (which is the norm in this setting) comes up. The staff who required the most accountability and boundary setting were the ones who expressed the most excitement about someone taking responsibility for maintaining this. Now, you may be saying this is a reaction formation or otherwise untrue, but I think it is normal ambivalence: there was a part of them that wanted smooth sailing and clear expectations despite maybe making short-term goals a priority in the past, and obviously not wanting to go through difficult change.
I provided verbal feedback as immediately as possible, offering appreciation to staff members who followed the new expectations or rose above in the care they provided, while also addressing issues such as if the schedule did not permit all the expected aspects of mental healthcare. The verbal feedback and immediately having to correct the schedule were consequences or "punishment" while praise was reinforcement, as well as the review of data after a year showed a 50% reduction in all negative outcomes: complex cases in which patients had behaviors that were difficult to manage was reduced 50% and so was their length of stay in the hospital, staff injuries were down 50%, patient falls were down 50%. This visual feedback increased engagement and many staff members were proud of the outcomes.
Prison
Not to cause whiplash, but I figured I'd support my thesis with some literature from the prison system. We have all heard critiques that prison is not rehabilitative, but a holding-cell for societal rule breakers. I can't speak to this from any personal experience - we know some people come out as contributors to society and some hardened criminals. However, we have seen that reward systems mirroring societal ones with the option to earn provided the best outcomes for individuals who have sociopathy, psychopathy or antisocial personality (while these conditions are probably distinct or overlapping, they would be considered synonymous in the DSM).
The Carrot and the Stick
Reinforcements help increase prosocial behaviors and consequences help extinguish problematic behaviors
Let's define baseline as no major problem behaviors that result in either a) not earning basic rewards (let's say, desert after dinner), and b) not requiring an costs or consequences (punishment), but also not earning any special rewards.
When problem behaviors start to occur, we start to give warnings: "please stop whining or you won't earn treat." If the behavior continues, treat is not earned (we do not use words like "lost," "loose," or "taken away," because it is not a punishment - the treat is a privilege to earned, and not a right or simply deserved).
If a problem behavior persists, we have several options to respond. First, anything else that can be earned in the near future is taken away. For example, "you haven't earned treat after lunch, and if this behavior continues, you won't be able to earn TV." If options for earning have run out or the behavior is extreme, consequences (punishment) may be necessary.
Conversely, when a child meets all baseline expectations and goes above and beyond, we may want to have a plan for special rewards. This could be momentary: "wow, we've had such a great day and I love how you are taking care of your brother - let's go get ice cream." Or longer-term such as a sticker chart in which a certain number of stickers earns a special reward such as a special activity (such as going to a movie), special treat, a new toy (maybe going to 5-Below), or staying up late.
Sticker Chart
The sticker chart visualizes this behavioral interventions, provides clarity in expectations, and adds short and long-term reinforcements. The short term is simply earning and placing a sticker on the chart. The long-term is earning a special reward from those stickers, essentially purchasing the special reward.
Number of Stickers
Think about how many stickers you child should earn before getting a special reward.
Make it easy the first time around to gain traction and avoid discouragement. We want this to be fun and your kid to feel "good."
Consider your kid's age - a 3 or 4 year old might need to earn 5 stickers, a 5 year old could handle 15-20
Consider the behavior change and how hard it is to earn the stickers.
Consider how many opportunities you give to earn a sticker (1x per day? Hourly?)
What are the options for a special reward? Special desert, staying up late with mom and dad, a special trip to a favorite activity (zoo or movie), or a new toy.
Then how many days will it likely be before your kid earns the reward - if they have 3 chances a day and are behaviorally likely to earn 1 sticker a day, and you decide they need 5 for a reward, it will be 5-days. Are you okay with giving a special reward in 5-days?
Give the sticker as soon as the time-window closes. Our times are after lunch, after dinner, and first thing in the morning (for bedtime routine and going to bed without putting up a fight).
Clearly Define Behavioral Expectations
What are the problem behavior we want to change?
Listening
No whining
No hitting
What are prosocial behaviors we want to add or increase?
Cleaning when asked to
Getting dressed and shoes on when asked to
Counting the stickers
What are the consequences (punishments)?
Lose toys (1 at a time)
"If you cannot behave appropriately, I cannot safely take you to ____ activity"
"If you cannot act safely toward me or with me around, I will have to give you space and can't play until you are safe and kind"
Time out until calm/relaxed, and say, "sorry." Encourage deep breathing, remind that it is for safety. Typically useful when the child does not respond to re-direction (verbal directions to stop a dangerous behavior).
What privileges can be earned - think of as many as possible?
TV
Treat/desert
Family outings
Behavioral basics
Consistency is key. Every caretaker must be on the same page and handle this behavioral interventions the same way.
We do not earn-back things that are lost or privileges that were not earned (if you say "I asked you to stop whining and you haven't, so we didn't earn treat today,"), otherwise this teaches that rules are inconsistent/flexible, and encourages negotiating rather than listening.
Responding quickly is important - give the sticker immediately after the time window ends (such as after lunch, dinner and first thing in the morning). Praise good / prosocial behavior immediately. Say "good sharing! That is what I like to see - that will earn you a sticker! I can't wait to see what you pick at 5-Below once you get 10 stickers!"
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