I am working with a very intellegent Y3 child who has ADHD. Due to his ADHD his behaviour is very up and down but he also has a difficult family life due to problems between mum and dad. I am trying to highlight all the positive behaviour but I need to think of a suitable reward for the end of the week. We have tried sticker charts / smiley faces / visits to the head which all start off well but he soon gets bored. Although he is in Y3 he is very bright so the reward can't be too 'babyish' - has anyone got any ideas please?

Hiya,

I have tried several different reward systems whilst being 1:1 e.g.

"golden time"time at the end of the week to bring in a game or to do somehting just for him like a craft or cooking.

computer time earned by achieving minutes in lessons and adding them up for the end of the week.

"grab a friend" earn time to play outside or football and to choose a friend to play with.

It depends on the school but maybe you could have a chat with the CT or HT to see how flexible the timetable is for you because atm I use a system that rewards with a small prize (colouring pencils or a small book) each half term for more good weeks than not so good and using a reward book to show time earned each week..

Hope this helps.

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Chose a few people to play a board game or play with the lego for however many minutes he has notched up.

maybe if he has ADHD he needs small reward at end of each day to begin with so he gets instant success very difficult to fit in time wise tho!! we have also dont eh pencils rulers pens etc. just very cheap ones but promoting learning rather than playing hard tho to keep the rewards up i agree hope this helps but havent really got the answers

Agree with Blade girl - the rewards need to be at least once a day (2 or 3 times a day is preferable). The criteria for getting the reward need to be explicit - not "having a good day" - what is a good day?

I am using a sticker chart for taking meds - but I make it interesting - we had frog stickers on a pond background last time, and now have sea creatures on a sea background. We use a combination of stickers, special mentions, counters in pot and computer time as rewards for various things.

does he have any interests, can you negotiate with him the kinds of things he'd like, maybe computer time, a football sticker book that he can have individual stickers for, a game of top trumps (theres usually a game to match most interests)

we use daily rewards - extra play, football, a game from home etc

for extra special rewards we use our swimming pool.

I agree with daily rewards or even half daily. I worked with a child in Yr 2 with severe ADHD and to begin with after evry 10 mins of focused work he received a choice. We both had 'boxes' [marge tubs!!] I had my cards for what he needed to do in my box and he had his 'choices' in his box.

This did work very well as he had control over what he wanted and an end-point to work towards; in the end we extended my time to 20-30 mins and his to 10 mins.

The strategy also meant he did not get bored as he had lots of favourites in his box he could pick from and it was always decided in advance. I was also very strict and if he acted up during my time I would either stop the timer, or start another which would be time off his choosing time. This child was also very bright and seemed to appreciate this.

These children need a very strict structure.

Good luck

Sounds a great idea Veggie.I don't have any ADHD anymore in fact we only have one who is medicated to the eyeballs and has lost his character but mum just couldn't cope any longer and I think it was that or psychiatric care...........for mum!

I have worked with several children who had behaviour charts and earned smiley faces for each session they were successful in.

It was imperative to discuss the success of one lesson and moving on to the next - like a fresh start.

Each time the child had a reward that meant something to them.

One boy had 10 minutes with a Gameboy during a guided reading session
once a week.

Another child earned time with me - to chat! I made these sessions as full-filling and comforting for him as possible. He just wanted attention and by not demanding it at other times received it when appropriate.

Another child wanted a trophy that he could take home.

Each of those received their 'reward' once a week.

I also supported a child with Aspergers with extreme behavioural problems. He had set tasks to follow each lesson and when he had completed the work (heavily differentiated and uterly achievable without stress) we were able to leave the class room and go to our 'safe place' where he had a choice i.e ict maths games/ a board game/ a comic/ tennis. We never always made it to the reward of course!