Module 8 School-wide Reinforcement Systems

Session Objectives Discuss issues surrounding motivation and positive reinforcement systems Develop plans to implement a school-wide reinforcement system

What am I getting out of it? Human behavior, including challenging and/or problem behavior usually happens for, and is maintained by, one or more of the following Obtain something tangible Obtain teacher attention or peer attention Escape or avoidance of a non-preferred or aversive activity or task Obtain a physiological, mental, or sensory stimulation of some kind

Expectancy X Value = Motivation

Motivation: True or False? I am more intrinsically motivated… when I believe I can succeed when I am given choices when I feel connected with other people when I am emotionally involved in the topic or activity when I feel I have more control over my successes or failures when I know I have the skills I need when others around me are positive, motivated or enthusiastic when I am treated with dignity and respect when I have hope Each item will pop up individually when you click your mouse. Instruct the group to answer true or false in “choral response”. Encourage them to respond with enthusiasm. Each item will pop up individually when you click the mouse allowing you to read one at a time and elicit their response. You could also provide this as a “fill in the blank” handout, list the words in blue as a word bank at the bottom of the page. Have participants read silently and fill in the words before you facilitate the choral response.

Effective Reinforcement Systems Clarify specific behaviors being targeted Focus on the presence of responsible behaviors versus the absence of irresponsible behaviors Reinforce “improvement” as well as “mastery” Provide reinforcement that is meaningful Provide opportunities for all students Increase the ratios of positive to negative interactions Discuss the fact that many schools use the criteria of “no referrals” or “no tardies” as the target for earning the school-wide reward or privilege. Ask participants “what are the limitations of this as your criteria?”. Focuses on the “don’t” behavior rather than building the behaviors you want to see. Often ends up excluding the same students over and over. For students with “severe” behavior challenges, it may be nearly impossible to earn. Students may have less “power” over the outcome if an adult interacts from an emotional framework. School-wide systems based on referrals/tardies are often paired grading period schedules(6-9 weeks). For some students this will be too long.

Myths Students should know what is expected Praise feels forced or unnatural Rewarding behavior is coercive Rewarding behavior is like bribery Students become dependent on tangible rewards We end up rewarding the kids with the most problem behavior – good kids don’t need this Too expensive and time consuming Middle and high school students don’t need it Parents and families should be responsible – not teachers Many of the items listed above are “values” or “beliefs” held by adults. In the world of conflict resolution, “values” and “beliefs” are often extremely hard to change. Each campus has to make their own decision about how they can successfully encourage/reinforce responsible behaviors. If tangible reinforcers are not an option, the relationships between students and adults will be even more important. You may want to come up with your own anecdote that relates to each item. Example: As adults, we know that maintaining a healthy diet and weight are good for us in many ways. For the last 10 years, I needed to lose 25 pounds, but did not. Why? Wasn’t motivated enough yet. Just because students know what the rules are and that they would be better off if they followed all the rules, does not necessarily translate into behavioral change for many students.

“It’s Not if, but When!” Sometimes opportunities to earn reinforcement or rewards can be provided to everyone, they just won’t get there at the same time. What is important is that they get there and experience success. Structure/layer your reinforcement system to provide opportunity for “all” students to succeed. Brainstorm some possible ideas/reinforcers where students could succeed at their own rate and use this type of system.

Put in newer pictures of reinforcment

First 9-Week Midpoint Celebration: Encouraging Appropriate Student Behavior As part of their system for encouraging appropriate student behavior, Fort Sam Elementary students could earn Cougar Cash to participate in a picnic outside.

A Few Additional Tips Customize Provide variety Keep it simple Evaluate effectiveness Modify as needed Implement – everyone Reinforce/acknowledge adults

Module 8: Team Assignment Discuss development of a school-wide reinforcement system or possible modifications to your current system If you currently have a school-wide reinforcement system in place, determine it’s effectiveness Based on your campus data, determine the specific behaviors you want to increase and reinforce Handout 1: Team discussion guidance worksheet