JACQUELINE VAN WORMER, PH.D. WASHINGTON STATE UNIVERSITY NCJFCJ Using Science to Guide Incentives and Sanctions in your JDC

The Teenage Brain

Incentives & Sanctions Historical CJ responses vs. modification of behavior through a coordinated and thoughtful (research informed) process Punishment for a “wrong” is not the goal – behavior change is the goal The JDC should use a balance of incentives, sanctions and treatment responses

Incentives and Sanctions, continued Key components:  Immediate, certain, fair and of appropriate intensity  Do not rely solely on standardized “lists”  Should be proportional and balanced  Punishment alone is least effective way to change behavior  Be comfortable in combining incentives and sanctions  Be cognizant of time  Perceptions of fairness – it all begins with individualization  Make sure youth understand their positive and negative reinforcers Yeres et al (2008)

Phase I: setting the stage Phase II: learning skills Phase III: maintaining the change Readiness, stabilizationEngagement, involvementReflection, enrichment Focus on complianceBeyond complianceDecrease in drug testing, court appearance High level of structureSkill developmentExpanded development activities Clarifying expectations, building trust Completing assignmentsEnriching community connections Phase Structure Source: Betty Gurnell

The Four Steps Behavior to target Current behavior Desired behavior Small, achievable increments

Decision Matrix – Phase I Phase I IncentivesSanctions Behavior*ResponseResponse Attend school at least 18 out of 20 days Teacher signs attendance card each day present and acknowledges Small prize or coupon for each week with no absences After school study hall for each day absent over the limit to make up all missed work

Decision Matrix – Phase II Phase II IncentivesSanctions Behavior *Response Attend regularly Complete all assignments Select a book, notebook, pen after two weeks of success Praise from teacher, family, court Grades improve After school study hall to complete assignments (with help as needed)

Decision Matrix – Phase III Phase III IncentivesSanctions Behavior *Response Attend regularly Complete all assignments Improve grades Praise from teacher, family, court for improvement Certificate of achievement Select school related gift: tuition, book Determine if tutor is needed Attend extra class or session for help Tighten curfew

Write policy – how, when and by whom will responses be made = better outcomes Determine range of responses Communicate well with each other Trust each other Engage the family Be clear about expectations Develop reliable system to monitor behavior JDC team needs to

Incentives and Sanctions, continued Use contracts as behavior change tool Educate youth and family early and often regarding the individualized nature of the program Coordinate treatment and JDC case management plans to alleviate potential incentive/sanction conflicts Exploration of current Incentive & Sanction process, list, and purpose

Behavioral Contract Example GoalBehaviors/ Tasks IncentivesNon- compliance Sanction Enroll in GED program Call or visit GED center by xxxxx date Praise Recognition from Team Appointment Calendar XXXXXX Failure to contact by XXXX Increased reporting to PO Increase in curfew EM

Contact Information Jacqueline van Wormer, Ph.D. Washington State University SAC 403A Spokane, WA (509)