F. Reward/Recognition Program Established

Core Feature PBIS Implementation Goal F. Reward/Reco gnition Program Established 22. A system of rewards has elements that are implemented consistently across campus. 23. A variety of methods are used to reward students. 24. Rewards are linked to expectations and rules. 25. Rewards are varied to maintain student interest. 26. Ratios of acknowledgement to corrections are high. 27. Students are involved in identifying/developing incentives 28. The system includes incentives for staff/faculty.

Objectives Understand why it is important to develop a school-wide acknowledgement system Identify the guidelines for developing a school-wide acknowledgement system Develop a school-wide acknowledgment system

Why Develop a School-wide Acknowledgment System? Increases the likelihood that desired behaviors will be repeated Focuses staff and student attention on desired behaviors Fosters a positive school climate Reduces the need for engaging in time consuming disciplinary measures

Types of Rewards Social Activity Sensory Escape Tangible - Edibles - Materials - Tokens

Rewards/Reinforcers Horner and Spaulding Contingently delivered consequence (event, activity, object) associated with an increase in the future likelihood of a behavior in similar situations We rarely wait to see the effect We presume

Example If the consequence was a piece of fruit and the behavior increased, then the fruit was a reward If the consequence was a sticker and the behavior increased, then the sticker was a reward If the consequence was a reprimand (which included adult attention), and the behavior increased, then the reprimand was a REWARD

Rewards are defined by the effect they have on behavior, not on their intended desirability

Guidelines 1. Reward Behavior, not people 2. Include the student in identification of possible rewards 3. Use small rewards frequently, rather than large rewards infrequently. 4. Embed rewards in the activity/behavior you want to encourage 5. Ensure that rewards closely follow the behavior you want to encourage 6. Use rewards that are natural to the context, developmentally appropriate and easy to administer. 7. Use many different rewards- keep novel 8. Use rewards 5 times more often than negative consequences. 9. Avoid delivering rewards for problem behaviors.

Reward System Guidelines Keep it simple Provide staff with opportunities to recognize students in common areas who are not in their classes Include information and encouraging messages on daily announcements Rewards should target 85-95% of students

Guidelines Reward frequently in the beginning Reward contingent on desired behavior Refrain from threatening the loss of rewards as a strategy for motivating desired behaviors Refrain from taking earned items or activities away from a student Students should be eligible to earn rewards throughout the day contingent upon appropriate behavior

Challenges Remaining focused on the positive Providing meaningful rewards Maintaining consistency with all staff Tracking your reward system

Solutions Keep ratios of reinforcement to correction high (4:1) Involve students on your team to help with meaningful rewards Provide reward system trainings to staff annually and plan for booster trainings as needed Develop data-based system for monitoring and documenting appropriate behaviors

Meeting Token System Challenges Token System: – Refers to a reward system that works in the same manner as money, where a “token” can be redeemed for “things” or “experiences” If tangible tokens are used: – Ensure an adequate supply – Take steps to prohibit counterfeiting – Develop a system for “spending” tokens – Establish an efficient system of record keeping

Tips for Teachers Why traditional rewards (i.e. stickers, cookies…) don’t work for some students: – The reward is not preferred by the student – Give the student choices Offer 3 choices for the reward and allow the student to pick the one he likes best This option will ensure the reward is preferred and give the student a sense of ownership

Example: How to provide a reward Staff trained to immediately acknowledge: – Name behavior and expectation observed – Give positive verbal/social acknowledgement – Give out token for access to reward system

~10 positive : 1 correction

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.” – Cameron, 2002 Cameron & Pierce, 1994, 2002 Cameron, Banko & Pierce, 2001

“Super Sub Slips” Empowering subs in Cottage Grove, OR Procedures – Give 5 per sub in subfolder – Give 2 out immediately

“Positive Office Referral” Balancing positive/negative adult/student contacts in Oregon Procedures – Develop equivalent positive referral – Process like negative referral

Other Effective Strategies Positive parent telephone contacts with students present Coupons (purchased with established numbers of tokens) for the following: – Extra P.E., art, music – Board game day – Can use at a school carnival instead of money – No homework coupon (use with caution) – Free entrance into a sporting event/dance – Early release pass

Rewarding Staff Keeping staff motivated is just as important to the PBS process as motivating students Utilize community resources and local businesses Incentives for staff that have worked at other schools include: – After School Ice Cream Social – Leave 5min early pass – Special Parking Spots – Recognition at faculty meetings

Activity 6 Current Practice How are students and teachers acknowledged? What roadblocks and challenges would you predict with instituting an acknowledgement program? How will you overcome such challenges? How will we provide specific, direct and frequent feedback implemented consistently? What strategies will we use to maintain 4:1 ratio? Design Acknowledgement System Review Examples Develop Action Steps