2.  If a child does not know how to read…we teach them  If a child cannot add…we teach them  What do we do when a child does not behave or follow the rules? W e punish them!

3. * When we are teaching targeted skills in the classroom, we model, provide a variety of strategies to reach all learners, and give examples and non-examples. *When students require it, we re-teach and provide supplemental interventions. *When we assess or monitor progress, we always offer praise/rewards, when skills are mastered or progress is made towards mastery to reinforce the learning.

4.  It is extremely important to acknowledge behaviors in the context of children’s regular routines.  Highlighting exemplars serves the purpose of teaching expectations.  Acknowledgement serves as a positive reinforcer increasing the likelihood that behaviors will be repeated. (Maag, 2001)

5.  Effective acknowledgement can increase: › On-task behavior › Correct responses, work productivity, accuracy › Attention and compliance › Cooperative play (younger students)  Fosters intrinsic motivation to learn which comes from mastering tasks  Has vicarious effect with benefits that may be long lasting Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008 ).

6.  Definition: A positive statement given when a desired behavior occurs to inform students what they did well  Brophy completed a functional analysis of praise and determined a comprehensive list of guidelines for effective praise  His study also examined attributes of ineffective praise  A concise outline of Brophy’s findings is provided in a handout

7.  Be specific (avoid “good job”)  Dependent on meeting expectations  Immediate  Teacher-initiated  Focus on improvement and effort  Increase praise when students are learning something new  Compare student to self, not to other students  Vary frequency to meet individual student needs Brophy, 1981

8.  Increased on-task behavior (Ferguson & Houghton, 1992)  Increased student attention (Broden, Bruce, Mitchell, Carter, & Hall, 1970)  Increased student compliance (Wilcox, Newman, & Pitchford, 1988)  Increased positive self-referent statements (Phillips, 1984)  Increased cooperative play (Serbin, Tonick, & Sternglanz, 1977)

9.  Increased students’ correct responses (Sutherland & Wehby, 2001)  Increased work productivity and accuracy (Craft, Alber, & Heward, 1998; Wolford, Heward, & Alber, 2001)  Increased language and math performance on class work (Roca & Gross, 1996)  Increased academic performance (Good, Eller, Spangler, & Stone, 1981)

10. Examples…  Verbal praise  Group contingencies  Token economy  Behavioral contracting

11. According to research, there is a 31% reduction in discipline problems in schools where staff members develop positive relationships with students (Marzano & Marzano, 2003) The best predictor of whether students will be able to accept themselves as valuable and capable is the extent to which they have been unconditionally accepted by others (Rogers, 1959)

12.  Providing positive attention to students that is not related to specific behavior  Making students feel valued  Opportunity to ensure that every student knows an adult cares about him or her personally

13.  Verbal › Say hello and use their names › Show interest in their interests › Have a conversation › Work hard to connect with more difficult students  Non-verbal: high-fives, hand shakes, pats on the back, etc.

14.  Maintain a 4 to 1 ratio of positive to negative interactions › Interact with students 4 times more often when they are behaving appropriately than when they are behaving inappropriately  Interactions with students are considered positive or negative based on the behavior in which the student is engaged at the time attention is given

15.  Negative interactions are not wrong and are sometimes necessary; the key is the ratio  Positive interactions can be provided in a variety of ways: verbal praise, nonverbal acknowledgement, non-contingent attention, group contingencies, token economies

16.  Researchers predicted whether 700 newlywed couples would stay together or divorce by scoring their positive and negative interactions during one 15-minute observation between husband and wife. Ten years later, the follow-up revealed that they had predicted divorces with 94% accuracy.  Marriages that lasted: 5.1 to 1 ratio  Marriages that ended: 1 to 1.3 ratio Gottman, 1994

17. Free & Frequent (everyday) Intermittent (on occasion) Strong & Long Term (quarter, semester) Verbal Praise Smile Stickers Rubber Stamps Thumbs up Home Notes Tickets (school-wide) Token Economy (delivery of tangible) Phone Calls Special Privileges Computer Time Social/Free Time Special Seat Group Contingency Field Trip Special Project Recognition Ceremonies Honor Roll

18. According to research compiled by the Corporate Executive Board: Approximately 90% of companies maintain some type of reward or recognition system to create a positive work environment, improve company morale, and to motivate high performance.

19.  A system of rewards has elements that are implemented consistently across campus  A variety of methods are used to reward students  Rewards are linked to expectations and rules  Rewards are varied to maintain student interest  Ratios of acknowledgement to corrections are high  Students are involved in identifying/developing incentives  The system includes incentives for staff/faculty

20. *Tied to specific behaviors *Delivered soon after the behavior *Age appropriate (actually valued by student) *Delivered frequently *Gradually faded away

21. The DREAM Bank Allen County Primary Center (PS-3 Grade) Presented By Rhea DeVillez, Counselor and PBIS Coach

22.  Broden, M., Bruce, C., Mitchell, M., Carter, V., & Hall, R.H., (1970). Effects of teacher attention on attending behavior of two boys at adjacent desks. Journal of Applied Behavior Analysis, 3, 205-211.  Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51, 5-32.  Corporate Leadership Council, Corporate Executive Board, March, 2006 issue. Catalog number CLC15AETS5.  Craft, M.A., Alber, S.R., & Heward, W.L. (1998). Teaching elementary students with developmental disabilities to recruit teacher attention in a general education classroom: Effects on teacher praise and academic productivity. Journal of Applied Behavior Analysis, 31(3), 399-415.  Ferguson, E. & Houghton, S. (1992). The effects of contingent teacher praise, as specified by Canter’s Assertive Discipline programme, on children’s on-task behaviour. Educational Studies, 18(1), 83-93.

23.  Horner, R. H., Sugai, G., Todd, A. W. &Lewis-Palmer, T (2005) School-wide positive behavior support: An alternative approach to discipline in schools. In L.M. Bambara and L. Kern (Eds.), Individualized supports for students with problem behaviors. (pp359-390) New York: Gillford Press.  Maag, J.W. (2001) Rewarded by punishment: Reflections on the disuse of positive reinforcement in education. Exceptional Children, 67,173-186.  Kentucky Center for Instructional Discipline Website: www.kycid.org Training Resources.www.kycid.org

24.  Roca, J.V., & Gross, A.M. (1996). Report-do-report: Promoting setting and setting- time generalization. Education and Treatment of Children, 19(4), 408-424.  Serbin, L.A., Tonick, I.J., Sternglanz, S.H. (1977). Shaping cooperative cross-sex play. Child Development, 48(3), 924-929.  Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence- based practices in classroom management: Considerations for Research to practice. Education and Treatment of Children, 31(3), pp. 351-380.  Sutherland, K.S., & Wehby, J.H. (2001). The effect of self-evaluation on teaching behavior in classrooms for students with emotional and behavioral disorders. Journal of Special Education, 35(3), 2-8.  Wilcox, R., Newman, V., Pitchford, N. (1998). Compliance training with nursery children. Association of Educational Psychologists Journal, 4(2), 105-107.  Wolford, P.L., Heward, W.L., & Alber, S.R. (2001). Teaching middle school students with learning disabilities to recruit peer assistance during cooperative learning group activities. Learning Disabilities Research and Practice, 16(3), 161-173.