“What Makes Them Tick: Ethical & Effective Implementation of Motivation Systems for Students with EBD” Edward J. Cancio The University of Toledo edward.cancio@utoledo.edu & Valerie Powell Toledo Public Schools vpowell@tps.org 2019 ILCCBD Drive-In Conference February 8 & 9 Lisle, IL

Behavior Management & Level Systems Researchers have found that overall classroom structure is positively associated with student academic engagement (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008). Teacher delivery of contingent and specific praise, both within and independent of group contingencies for classroom management (e.g., level systems, token economies) is associated with increases in student on-task and pro-social behavior (Ginns & Begeny, 2018).

What Are Level/Point Systems? A staff awards points for prosocial behavior on a point sheet which lists a series of target behaviors. Students earn their way through a succession of levels based on demonstrating consistent prosocial behavior. As students move through these levels the expectations for appropriate behavior increases. Students can access desired privileges associated with each level. Many exemplary programs for students with EBD utilize level systems.

Rationale for Level/Point Systems When implemented effectively they provide fair & consistent order. Provide teachers & staff with a clear structure for effectively utilizing descriptive instructional praise & corrective teaching. They assist in generalizing prosocial behavior from special education to inclusive settings. Shape behavior & increase self-sufficiency (“build responsibility”). Restore students lost hope. Provides opportunities for teachers to evaluate student behavior more frequently.

Rationale for Level/Point Systems Sets the stage for frequent effective praise. Allows students to see cause & effects for their behavior & consequences. Between their prosocial behavior & the consequences they receive. They see their choices, were the cause of the consequences they received, not the actions of adults.

Advantages of A Level System Classroom rules are explicit. Data for monitoring & evaluating student progress are built into the system. Students receive consistent feedback about their performance. Classroom privileges & reinforcement are contingent on explicit & well-defined performance expectations.

Advantages of A Level System The system is used as a shaping & generalization tool to prepare students to be successful in other settings. Behavior change is systematic, with prerequisite skills taught first. The system can be very powerful in changing the behavior of students, even the most challenging behavioral problems (Rhode, Jenson, & Reavis, 2010).

History of Level/Point Systems The engineered classroom was one of the first documented attempts to assess the effectiveness of a level system with students with EBD (Hewett, 1968). Seven goals associated with skills necessary for success in schools & academic learning. This basic model was expanded with the Madison School Plan (Taylor et al., 1972). Students progressed through four levels with the fourth level being placed in a general education classroom. This was the first documented use of a levels system in which the stated goal was self-management & the generalization of treatment gains into another setting.

History of Level/Point Systems With the Achievement Place model Phillips, Phillips, Fixen, and Wolf (1974) developed a level system at a residential treatment program for youth offenders. Different schedules of reinforcement were associated with each level. Level systems used throughout the years have included many of the characteristics of the: Engineered Classroom The Madison School Plan Achievement Place model

Development of a Level/Point System 1. Identifying target behaviors that the point/level system will include & developing point sheets to monitor these behaviors; 2. Developing a time frame for providing feedback; 3. Determining the point value for each target behavior; 4. Developing a continuum of levels to indicate progress students are making; 5. Criteria for moving up & down levels;

Development of a Level/Point System 6. Selecting the rewards & privileges associated with each level; 7. Determining when students can have access to backup reinforcers; 8. How much will each reinforcer cost; 9. How to keep track of points earned or spent; and 10. Developing a procedure to monitor students progress & system evaluation.

Prompt & Ready Students must be prepared for class by having all materials ready (pen/pencil, paper, books, etc.) homework completed, & ready to learn. Students must show up for class “On Time” (This means sitting at your desk, coat hung up properly, & all items not related to the class put away). Students must have their homework for the day ready to be “checked in “at the beginning of each day.

Handling Conflict Behavior Example Compliance Ignoring negative behaviors Accepting constructive criticism Compromising Staying out of conflicts Controlling anger Displaying prosocial interaction skills Respecting individual differences Example Listen to & follow staff members directions Ignoring peers inappropriate behaviors Accepting corrections from staff Coming to an agreement over a situation Both physical & verbal fighting Using anger control techniques With staff & peers Age, race, religion, appearance, etc.

Positive Attitude Behavior Cooperation Accept Responsibility Making appropriate statements about self & others Being helpful & assisting others Example With staff & peers For actions & reactions alike Verbally & nonverbally which includes body language With staff & peers throughout entire school

Appropriate Language Behavior Interact with staff & peers appropriately Use of appropriate language Example Talking with a positive tone & respectfully Refraining from teasing, name calling, antagonizing, & derogatory comments

Academic Work Behavior Quality Quantity On-task Homework Example Demonstration & honest effort with every assignment All classroom assignments must be completed in the allotted time Using classroom time effectively & appropriately Completed & must be turned in on time

Target Behavior A target behavior is a specified positive behavior that meets your individual needs in becoming the best possible student that you can be.

Score Sheet Phase 1 Student: Week of: Subject Handling Conflict Positive Attitude Appropriate Language Academic Work Bonus Total Prompt & Ready 18

Prompt & Ready   Total Bonus Academic Work Appropriate Language Positive Attitude Handling Conflict Subject Week of: Student: Score Sheet Phase 2 19

Prompt & Ready   Total Bonus Academic Work Appropriate Language Positive Attitude Handling Conflict Subject Week of: Student: Score Sheet Phase 3 20

Prompt & Ready   Total Bonus Academic Work Appropriate Language Positive Attitude Handling Conflict Subject Week of: Student: Score Sheet Phase 4 21

Reinforcer Menu Activity Points Listen to IPod Read a book Go to library & select a book Computer time Board games Card games Drawing Teacher helper Homework Pass Playing board game with teacher 450 600 750 1000

Criteria for Moving Up Levels Level 1 to Level 2 – 6 weeks of earning 70% of possible points. 3 of the weeks being consecutive. Level 2 to Level 3 – 7 weeks of earning 80% of possible points. Four of the weeks being consecutive. Level 3 to Level 4 – 8 weeks of earning 85% of possible points. Five of the weeks being consecutive. Level 4 to reintegration – 5 weeks of earning 90% of possible points. Three of the weeks being consecutive.

Level 1 Level 2 Level 3

Moving-Down Levels It is important that students know they can loose privileges by violating the rights of others. Move down a level when students has not reached criteria for a specific period. Students will move down a level for serious infractions. Movement down a level system will generally be effective when it is associated with a student being able to regain the higher level after changing their behavior after a reasonable amount of time. Typically you should not move a student down more than one level for inappropriate behavior. Movements down a level should never be the sole response to serious violations of behavior standards.

What Students Need to Know About a Point/Level System? What behaviors are required? What are the backup reinforcers? The cost of each backup reinforcer? When tokens/points can be exchanged for the backup reinforcers?

Challenges to Effective Implementation Teacher Perception & Attitudes Focuses on segregation Teacher takes control of the student behavior * We feel these views are due to an incomplete or faulty understanding of the intended purposes of a level system.

Challenges to Effective Implementation Level systems are not individualized Level systems are only one aspect of effective EBD programs. Effective programs include: An appropriate curriculum & sound empirically-based instructional practices Data-based decision-making Following through on effective FBA & BIPS Comprehensive social skills program A physical classroom environment that is conducive to learning

Other Challenges to Effective Point/Level Systems Misuses & Misapplications of Level Systems: Overuse of punishment & negative consequences; Absence of positive therapeutic teacher-student relationships; Progressing students through levels too rapidly & the effects of schedule strain; Use of unclear target behaviors; Students who are difficult to motivate; and Inconsistent program implementation.

Strengths of Point/Level System Provide fair & consistent order. Restore students’lost hope. Provides adults with a clear structure for effectively reinforcing & utilizing corrective teaching. Utilized to generalize skills acquired in the EBD classroom to other environments.

Conclusions A behavioral level system should be viewed as a teaching, shaping, fading, & generalization system instead of a response cost punishment system. Level systems work only when the rules & expectations for moving up & down the levels are objective. Level systems encourage teachers to evaluate ongoing behaviors & reinforce more frequently. Level systems provide built in accountability for both academic & social behaviors. When used extensively a level system must have multiple levels so a student always has something to work towards. Well-designed level systems give students feedback about how well they are doing in the program.