Positive Behavior Interventions and Supports Acknowledgement 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 practices Then, 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 This would be a time to talk about the resistance regarding reinforcers. Alfie Kohn – no research Articles – Intrinsic/Extrinsic rewards Five positive to 1 negative

Behavioral Principle -Reinforcement Consequence events influence likelihood of future behavior occurrences

Reinforcement: Positive Behaviors that are followed by Pleasing/reinforcing events are more likely to occur in future Most people find common consequence outcomes, objects, & events to be pleasing/reinforcing E.g., money, social contact, smiles, applause, recreation, escape or avoidance of tedious task, food, praise, academic/vocational success

Reinforcement: Positive 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

. . . are acquired, take many forms, and are individually effective Reinforcers. . . . . . are acquired, take many forms, and are individually effective

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.

Incentives You were seen You have exhibited exemplary Dexter PRIDE Exhibiting Dexter PRIDE This entitles you to a “Leave 5 minutes early for breakfast pass”. ____________________________ Given by ____________________________ You have exhibited exemplary Dexter PRIDE This entitles you to a “Free Car Wash”. See Mr. Gomez to set up an appointment ____________________________ Given by ____________________________ Samples from other schools Dexter High School: Dexter, NM

Incentives

Student's Name__________ observer's initials Student's Name__________ This student was noticed being: (mark all that apply) Parent's Signature _______________ Date______ C a r e s considerate accountable respectful enthusiastic safe White Mt. Intermediate: Ruidoso, NM

P.A.W.S. Rewards Program 2 tickets: candy treat first in line for lunch 10 tickets: 15 min. computer time lunch with an adult video for the weekend earn back Wolverine letter 50 tickets (whole class): popcorn party extra 30 minute recess 30 minute video 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:

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 Weekly 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: Prizes 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 Ask participants for ideas Could be a good time for a group ‘brainstorming’ activity

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) Extra P.E. Extra art Extra music No homework coupon (use with caution) Earned activity period for a preferred activity Early release pass

Cougar Traits in the Community Student Name __________________________________ Displayed the Cougar Trait of: Respect Responsibility Caring Citizenship (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.

To build staff moral we began recognizing the positive things we were seeing among the adults in our building.

Acknowledgement Systems for Adults

Acknowledgement System: Team Action Planning Brainstorm ideas for your acknowledgement system: Use Acknowledgement System Activity 2 as a reference 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 Key Point: Highlight for discussion

Reinforcement Rebellion Why 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. Refer to Intrinsic/Extrinsic Reward article

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 These are from articles that can be shared with group.

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” “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