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

2. 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).

3. 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.

4. 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.

5. 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.

6. 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.

7. 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).

8. 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.

9. 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

10. 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;

11. 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.

12. 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.

13. 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.

14. 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

15. 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

16. 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

17. 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.

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

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

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

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

22. 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

27. 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.

28. Level 1
Level 2
Level 3

29. 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.

30. 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?

32. 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.

33. 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

34. 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.

35. 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.

36. 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.