Understanding the Difference Between Breaks and Rewards in Behavior Management
In a special education classroom or any classroom, effective Behavior Management is essential to supporting student success. One key strategy is helping students understand the difference between a break and a reward. These two supports serve very different purposes, and teaching this distinction can make a big difference in helping students regulate their behavior and remain on task.
Rewards in the Classroom
In our classroom, we use a reward shelf filled with engaging items like puzzles, Legos, and Magna-Tiles, many of which have been collected through donations or passed down from my own daughter as she got older. Rewards are used to positively reinforce behavior and are earned through effort, participation, and following expectations.
Examples of rewards include:
- Toy cars, Magna-Tiles, puzzles
- Kinetic sand with toys
- Play dough with toys
- Legos and Duplos
- Coloring pages
- Computer time
- Prize box items
We limit reward time to the last ten minutes of a session or period. It’s also important that rewards are independent activities. Rewards do not need to be expensive, but they must remain distinct from breaks. Students need to learn that rewards are earned, while breaks are needed to help them self-regulate.
Breaks as a Regulation Tool
A break in our classroom is defined as a sensory tool or calming strategy used to help a student return to the “green zone”—ready to learn and engage. Breaks are not earned but are given when needed to support a student’s emotional and sensory regulation.
Examples of breaks include:
- Theraputty
- Kinetic sand with a rake (no toys)
- Play dough (no toys)
- Finger mazes
- Fidgets: spinners, stress balls
- Sitting in a bean bag or calming corner
- Using a weighted blanket
Breaks are typically timed for 3 to 5 minutes, but this can vary depending on the student’s needs. Some students may request additional time in 1-minute increments. For students who are dysregulated, we offer the time they need without a strict limit. Knowing your students and building strong relationships is key to successful Behavior Management in this context.
It’s also important to recognize that some students may use breaks to avoid work. In these cases, time limits and structure are essential. On the other hand, some students might benefit from extended breaks if they’re actively working to calm down and reset.
Visual Supports for Clarity
Once you’ve identified which breaks work best for each student, create visuals to support their use. You can take photos of actual classroom materials or find suitable images online. We place these visuals:
- Next to the reward shelf
- In the calming corner
- Inside student behavior binders
Clear visual supports help students make appropriate choices independently and reinforce the difference between rewards and breaks.
Conclusion – Behavior Management
Teaching the difference between breaks and rewards is a crucial part of effective Behavior Management in any special education classroom. With the right tools, visuals, and structure in place, students can thrive both behaviorally and academically.
Calls to Action
- Other Behavior Management Blog Posts:
- Look at your current rewards and breaks – Make a list of items in your classroom and categorize them as breaks or rewards.
- Teach the difference – Explicitly explain to students what breaks are for and how they differ from rewards.
- Create visuals – Use photos or icons to create clear, student-friendly charts and post them in relevant areas.
- Set clear expectations – Define time limits and guidelines for both breaks and rewards.
- Individualize plans – Adjust break and reward options based on each student’s sensory and motivational needs.
- Monitor and adjust – Observe how students use breaks and rewards and make changes as needed for effective Behavior Management.
- Special Education Resources:
