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Positive Behavior Interventions and SupportsAcknowledgement Systems
Northwest AEA
Jerome Schaefer
November, 2009
Major portions of the following material were developed by: George Sugai and Rob Horner
OSEP Funded Technical Assistance Center
www.pbis.org
In conjunction with
The Iowa Department of Education
Establishing a School-wide Discipline System
Define School-wide Behavioral Expectations
Teach School-wide Behavioral Expectation Monitor and Acknowledge Appropriate
Behavior Use a Continuum of Consequences for
Inappropriate Behavior
Goals Understand the Rationale for Developing a
School-Wide Acknowledgement System Develop School-Wide System for
Acknowledging Students Engaged in Appropriate Behaviors.
Identify Strategies to Encourage use of Positive Rewards in Classroom and Non-Classroom Settings.
School-wide Acknowledgement Systems: Rationale
Focuses staff and student attention on desired behaviors (expectations)
Increases the likelihood that desired behaviors will be repeated
School-wide Acknowledgement Systems: Rationale
Fosters a positive school climate
Reduces the need for time consuming disciplinary measures, increasing student time involved in instruction and on-task
Remember. . .
The key to SW-PBS is that our behavior as adults must change to change student behavior.
Social and Academic Behaviors/Skills are Learned and Taught in the Same Manner
Teach new behaviors are taught by explanation, modeling, practice, and feedback
New behaviors become durable with practice and feedback
Behaviors become useful when effective & relevant for the student
Correct behaviors are taught and strengthened to replace error behaviors
From Tricks to Systems
First, increase availability, adoption, & sustained use of validated practicesThen, use what we know about behavior of the individual to affect behavior & organization of communities
Biglan, 1995
School-wide Acknowledgement Systems: Guidelines Keep it simple The system should be for all students Make sure that rewards reflect the
interests of the students (Ask them!) Students should be eligible to earn
rewards throughout the day contingent upon appropriate behavior
School-wide Acknowledgement Systems: Guidelines
Plan for increased reinforcement after teaching expectations
Increase reinforcement before difficult times Deliver reinforcement unpredictably (you never
know when you will get a surprise!) – but consistently
Refrain from using the loss of rewards as a strategy for motivating desired behaviors…earned = kept
School-wide Acknowledgement Systems: Guidelines
Provide staff with opportunities to recognize students in common areas who are not in their classes
Encourage staff to reinforce students and students to earn the rewards
Share data with staff Teach behavioral principles of reinforcement
to all staff
Principles of Reinforcement: Why Use Positive Reinforcement?
Effective and evidence-based Teaches new skills Punishment alone is ineffective Leads to long term/lasting change Motivates and engages youth, staff, and
families More positive environment
Behavioral Principle -Reinforcement Consequence events influence likelihood
of future behavior occurrences
Reinforcement: Positive
Behaviors that are followed byPleasing/reinforcing events are more likely
to occur in future Most people find common consequence
outcomes, objects, & events to be pleasing/reinforcingE.g., money, social contact, smiles,
applause, recreation, escape or avoidance of tedious task, food, praise, academic/vocational success
Most individuals find both external & internal events to be pleasing/reinforcing E.g., positive self-statements, relief from
discomfort, hunger satisfaction, tension release, etc.
Some people require more (or less) externally-provided pleasing/reinforcing events to maintain their efforts
Reinforcement: PositiveReinforcement: Positive
Reinforcers
Most social & tangible objects & events are initially neutral but become reinforcing/rewarding by being associated with other already reinforcing/rewarding objects & events
Reinforcers can be any object or event
“What is reinforcing/rewarding/pleasing” is affected by learning history, culture, community, etc.
Reinforcement Wisdom! ‘Knowing’ or saying ‘know’ does NOT mean ‘will
do’ Students ‘do more’ when ‘doing works’…
appropriate & inappropriate Natural consequences are varied, unpredictable,
undependable,…not always preventive Err on side of being positive
Activity
Individually, look over the handout for Acknowledgement Systems: Activity One at the back of your packet.
Identify personal reinforcers for the activities listed.
Share with members of your group.
How many are intrinsic?
How many are extrinsic?
Developing Positive Environments Formal & frequent use of positive
rewards/reinforcers for appropriate student behavior contributes to development of environments that are described as positive, caring, safe, facilitating, etc.
You were seenExhibiting Dexter PRIDE
This entitles you to a “Leave 5 minutes early for breakfast pass”.____________________________
Given by ____________________________
Incentives
You have exhibited exemplary Dexter PRIDE
This entitles you to a “Free Car Wash”. See Mr. Gomez to set up an appointment____________________________Given by ____________________________
Dexter High School: Dexter, NM
This student was noticed being: (mark all that apply)
considerate accountable
respectful enthusiastic safe
White Mt. Intermediate: Ruidoso, NM
P.A.W.S. Rewards Program
was caught following the P.A.W.S. guidelines.
P = Please listen
A = Always be prepared
W = Work/act responsibly
S =Show respect
Caught by:
2 tickets: candy treat first in line for lunch
10 tickets:15 min. computer timelunch with an adultvideo for the weekendearn back Wolverine letter
50 tickets (whole class):popcorn partyextra 30 minute recess
30 minute video
Acknowledgement: School Example
Tickets given out by all staff to students found meeting school-wide expectations
When a student is observed following the school-wide expectation, circle it on the buck and acknowledge the student for the appropriate behavior observed
Write the students name on the buck Sign and date the buck in order to prevent theft Only BLUE BUCKS are given by substitute teachers
and are worth two points Bucks should not be taken away from students once
they are earned
School Example: Prizes for Prizes for Weekly DrawingsWeekly Drawings 1st in line for lunch (gets to leave class 2
minutes early) Free pop Snack from vending machine Open Campus for you and a friend for lunch
(with parent signatures) Free entry to a home sporting event Preferred parking for a week
More Examples:More Examples:Prizes for Weekly DrawingsPrizes for Weekly Drawings
Cougar Traits t-shirt Cougar Traits Lanyard Free homework assignment (not on a major
project or test) Free piece of pizza from Casey’s (donated ½) Free video rental (donated by local store) Free gas from Casey’s (we purchased in 2.00
coupons) Percentage off a haircut or product at local
salons (donated)
Sample Secondary Rewards
Business Donations for Monthly Raffle
10 minutes early to lunch
Duffle Bags with School Logo
Hamburger Cook Out with Karaoke
Once a Year - One Day Workshop designated to improve student character & Life Skills
Still More School Examples “A, B, C” dances each grading period School bucks to use in a school store on a
regular basis (weekly) “Caught Being Good” certificates Weekly lottery drawings Positive parent telephone contacts Positive office referrals Coupons (homework, tardy, athletic event
ticket)
Cougar Traits in the Community
Student Name __________________________________
Displayed the Cougar Trait of: RespectResponsibilityCaringCitizenship(Circle the trait you observed)
Signature _____________________________________________If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth.
Brag Box I would like to share that Mr./ Mrs. Miss _________ ,
_ _______________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
To build staff moral we began recognizing the positive things we were seeing among the adults in our building.
Acknowledgement System: Team Action Planning
Consider… What will you expect of your school staff regarding
acknowledgement of students? How will you involved students in developing your
acknowledgement system? Training of staff Training of substitutes and volunteers. Create a permanent product that describes your system - add
this to your PBIS Products Book
Brainstorm ideas for your acknowledgement system: Use Acknowledgement System Activity 2 as a
reference
Reinforcement RebellionWhy do educators rebel at use of
positive acknowledgements (misrules)? Use of extrinsic rewards will inhibit development of intrinsic
motivation. Students don’t need rewards & acknowledgements to do what’s right. A strong, aversive natural consequence will get the message across. Give them time, & maturity will kick in. If they can’t do it on their own, they shouldn’t be in this course. Any students who need me to tell them what’s right and wrong aren’t
going to make it my class. I teach biology. I don’t and shouldn’t have to teach respect and
responsibility. It’s obvious to me, just look at her family. When I was his age, I had to do it all on my own….no breaks &
privileges in my class.
Are Rewards Dangerous? “…our research team has conducted a series of reviews and
analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” Judy Cameron, 2002
“…programs that show increased intrinsic motivation are those programs that incorporate the elements of good, comprehensive behavioral intervention…”
Akin-Little, Little, Eckert, & Lovett, 2004
“The undermining effect of extrinsic reward on intrinsic motivation remains unproven” Steven Reiss, 2005
This study assessed how rewards impacted intrinsic motivation when students were rewarded for achievement while learning an activity, for performing at a specific level on a test, or for both. Undergraduate university students engaged in a problem-solving activity. The design was a 2 × 2 factorial with 2 levels of reward in a learning phase (reward for achievement, no reward) and 2 levels of reward in a test phase (reward for achievement, no reward). Intrinsic motivation was measured as time spent on the experimental task and ratings of task interest during a free-choice period. A major finding was that achievement-based rewards during learning or testing increased participants' intrinsic motivation. A path analysis indicated that 2 processes (perceived competence and interest-internal attribution) mediated the positive effects of achievement-based rewards in learning and testing on intrinsic motivation. Findings are discussed in terms of the cognitive evaluation, attribution, and social-cognitive theories. (PsycINFO Database Record (c) 2009 APA, all rights reserved)
“What the Worlds Greatest Managers Do Differently”
-- Buckingham & Coffman 2002, Gallup Interviews with 1 million workers, 80,000 managers, in 40 companies.
Create working environments where employees:
Know what is expected Have the materials and equipment to do the job
correctly Receive recognition each week for good work Have a supervisor who cares, and pays attention Receive encouragement to contribute and
improve
“What the Worlds Greatest Managers Do Differently”
Can identify a person at work who is a “best friend” Feel the mission of the organization makes them
feel like their jobs are important See the people around them committed to doing a
good job Feel like they are learning new things (getting
better) Have the opportunity to do their job well
Create learning environments where students and staff
Know what is expected Have the materials and equipment to do the
job correctly Receive recognition each week for good work Have a teacher who cares, and pays attention Receive encouragement to contribute and
improve
Create learning environments where students
Can identify a person at school who is a “best friend”
Feel the mission of the school makes them feel like their jobs are important
See the people around them committed to doing a good job
Feel like they are learning new things (getting better)
Have the opportunity to do their job well
Acknowledgement Systems: Team Activity:
Working in pairs, take turns asking and answering the questions on the Acknowledgement Systems: Activity Three handout (i.e., one team member reads a question and another answers it- then switch roles!)
Keep a quick pace. After reading and answering a question, members can respond with a short statement if desired. Remember to keep responses brief and keep moving!
When you have finished, take 5 minutes as a group and discuss your responses to the information presented.
School-wide Acknowledgement Systems: Challenges
Remaining focused on the positive Providing meaningful rewards Maintaining consistency with all staff Tracking your reward system Keeping it interesting and exciting for staff and
students Remembering that what reinforces one student will
not necessarily work for others - not all kids will “buy in”
School-wide Acknowledgement Systems: Solutions Keep ratios of reinforcement to correction high (5:1
minimum) Gather input from students Train staff on use of rewards and prompt and review often Develop data-based system for monitoring and
documenting appropriate behaviors Use reward “menus” so students can gain preferred
options Develop targeted interventions for those displaying
chronic behavior problems
Summary Acknowledging Appropriate Behavior is part of PBIS
Practices Acknowledging appropriate behavior is simply following
the basic behavioral principle of reinforcement Developing a School-Wide Acknowledgement System
supports the practice Involve staff and students in developing our
Acknowledgement System Staff will need some training and guidelines Not all staff will participate immediately Define Strategies to support and acknowledge desired
adult behavior