1. The Why and How of Acknowledgement
2013 Wisconsin PBIS Leadership Conference
Session C6
Marla Dewhirst
Rick Koepke, Evergreen Elementary, Rothschild, WI.

2. Definition of Positive Acknowledgement:
Positive acknowledgement is the presentation of something pleasant or rewarding immediately following a behavior. It makes that behavior more likely to occur in the future, and is one of the most powerful tools for shaping or changing behavior.

3. Objectives of
Session
Preview the need for acknowledgements of the classroom and how they tie into the school-wide acknowledgement plan.
Understand why we acknowledge appropriate behavior.
Generate classroom examples of incentives to utilize.

4. Acknowledgement System
The purpose of an acknowledgement system is to:
Foster a welcoming and positive climate
Focuses staff and student attention on
desired behaviors
Increases the likelihood that desired behaviors will be increased.
Reduces the time spent correcting student misbehavior

5. Why Use Acknowledgements?
Reinforce the teaching of new behaviors
Harness the influence of kids who are showing
expected behaviors to encourage the kids who are
not
Strengthen positive behaviors that can compete with
problem behavior
Prompt for adults to recognize behavior

6. Why Use Acknowledgements?
Encourage school-wide behaviors to be displayed in
the future
Improve our school climate
Create positive interactions and rapport with students
Overall, we earn time back to teach and keep kids in
the classroom where they can learn from us!
Every time any adult interacts with any
student, it is an instructional moment!

7. Rationale-What Does 5 Positives to 1 Negative Mean?
Students should experience predominately positive interactions (ratio of 5 positives for every negative) on all locations of school.
Positive Interactions=
Behaviorally specific feedback as to what the student did right (contingent)
Smile, nod, wink, greeting, attention, hand shake, high five (non-contingent)
Negative Interactions=
Non-specific behavioral corrections
Ignoring student behavior (appropriate or inappropriate)

8. How Does 5 to 1 Happen? All Staff are expected to:
Interact in a friendly, supportive manner at all times---students, parents, guests and colleagues
Initiate positive interactions by:
Making eye contact
Smiling nodding, winking
Welcoming
Offering a greeting
Asking if assistance is required
Provide positive feedback regarding appropriate student behavior
Maintain an attitude of respect and support, even when correcting student behavior

9. 5 : 1 Ratio, It’s not Just for Kids
Business Teams:
High Performance = 5.6 positives to 1negative
Medium Performance = 1.9 positives to 1 negative
Low Performance = 1 positive to 2.7 negatives
Losada, 1999; Losada & Heaphy, 2004
Successful Marriages:
5.1 positives to 1 negative (speech acts) and
4.7 positives to 1 negative (observed emotions)
Gottoman, 1994

10. Gottman Information
Predicted whether 700 newlywed couples would stay together or divorce by scoring their positive and negative interactions in one 15-minute conversation between husband and wife. Ten years later, the follow-up revealed that they had predicted divorces with 94% accuracy.
Marriages that last:
5.1 to 1 for speech acts and 4.7 to 1 for observed emotions
Marriages likely to end in divorce:
1 positive to 1.3 negative ratio likely to end up in divorce

11. Social Competence & Academic Achievement
STUDENT OUTCOMES
Supporting
Decision
Making
Supporting
Staff
Behavior
DATA
SYSTEMS
Systems support adults/how things are done, practices support students, data supports how decisions are made
PRACTICES
Supporting
Student Behavior 11

12. Practices-How Staff Interact with Students
Define: *3-5 school-wide expectations *Classroom managed vs. office referred behavior Teach/Pre-correct *Behaviors like we teach academics with Cool Tools *In the moment reminders/redirection *Pre-correct to “get” expected behavior Model: *Adults practice what we preach *Students practice what we teach Acknowledge: Immediate, intermittent, long-term reinforcements for expected behaviors to ensure future compliance Re-teach: *Consequences for non-compliance *Review of expected behavior *Addition of needed behavioral/academic supports

13. Components of Acknowledgement Plans
Immediate/High frequency/Predictable/Tangible
Delivered at a high rate for a short period while teaching
new behaviors or responding to problem behavior
Name behavior and tie back to school-wide expectation upon delivery
Examples: “Caught Being Good”, “Lincoln Loot”, “Titan Bucks”, positive referrals, points for privilege levels – turned in for tangible/non- tangible prize
Intermittent/Unexpected
Bring “surprise” attention to certain behaviors or at scheduled intervals
Used to maintain a taught behavior
Examples: Raffles, special privileges, principal random call
Long-term Celebrations
Used to celebrate/acknowledge accomplishment
ALL kids, all adults
Examples: Quarterly activities: popcorn party, class movie, class field day

14. Guidelines for Use of Acknowledgements
Reinforcements are for every student in
the classroom, regardless of where they
fall in the PBIS triangle.
Over time, move from:
other-delivered to self-delivered (extrinsic vs. intrinsic motivation)
Highly frequent to less frequent
Predictable to unpredictable
Tangible to social
Adapt to data analysis feedback: “boosters”
Individualize for students needing greater support systems

15. Effective Environments---Critical Factors
Research conducted in the work environment (Buckingham and Coffman
2002) , identified the following critical factors as positively
contributing to an effective classroom.
Educators, Students and Parents:
Know what is expected
Know curriculum and instruction in place to get good learning outcomes
Receive recognition for demonstrating expectations
Have a co-worker who cares and pays attention.
Receive encouragement to contribute and improve
Can identify someone they “relate to”
Feel the mission of the class makes their efforts worthwhile
See staff and students committed to doing a good job
Feel they are learning new things and getting better
Have an opportunity to learn and teach

16. Example Strategies to Acknowledge Appropriate Behavior
Verbal praise
Thumbs up, high five
Token Economy
Notes/phone calls home or to
principal
Student of the hour/day/week
Special privileges earned through
group contingency

17. Acknowledging Appropriate Behavior
Effective strategies are…
Clear and specific
Contingent on desired behavior
Applied immediately
Teacher initiated
Focus on improvement and effort
Provided frequently during acquisition
Fade as skill develops
Avoid comparison/competition across children
Sincere and appropriate for student’s age
Includes hierarchy of alternatives

18. Specific and Contingent Praise
Praise should be…
…contingent: occur immediately following desired behavior
…specific: tell learner exactly what they are doing correctly and continue to do in the future
“Good job” (not very specific)
“I like how you are showing me active listening by having quiet hands and feet and eyes on me” (specific)

19. Establish a Continuum of Strategies to Acknowledge Appropriate Behavior
Specific and Contingent Praise
Group Contingencies
Behavior Contracts
Token Economies

20. Acknowledgement of Appropriate Behaviors
Specific and Contingent Praise-Make eye contact and use behaviorally specific language. Provide immediate feedback and acknowledge appropriate behavior often.
Group Contingencies All for one-If entire class completes work on time they all get 10 minutes free time One for all-Students divided into groups. Groups earns points, and group with most points wins reward To each his/her own-Independent Group Contingency-everyone who earns points receives a reward.
Utilize Behavior Contracts (group or individual)
Token Economy that can be based on how school reward system operates.

21. Group Contingency Considerations
Promotes team work
Uses peer influences to
correct inappropriate behavior
May result in conflict within the classroom
Good opportunity for modeling/role playing and teaching class wide appropriate behavior (embedding skills)

22. Small Group Contingency
The reward is given to all members of a group.
Individual performance can effect the entire group.
(Members must perform at or better than a specified level to receive a reward and are competing with other groups in the class.)
Team competition promotes higher interest and participation
Can promote unhealthy competition
Group may not have equal chance for success (may need to change the groups periodically)

23. Example: Small Group Contigency
Mrs. Robinson’s class is divided into 4 groups.
Example A: Members of the group help earn tokens for their group Groups that earn at least 20 tokens by the end of the day are admitted to compete in the “Spelling Bee” or “Who Wants To Be A Millionaire” game.
Example B: Mrs. Robinson’s class is divided into 4 groups. Each member must earn 5 tokens each day in order for the
entire group to participate in the game (receive a
reward).
Example C The 2 groups receiving the highest number of tokens for the day participate in the game (receive a reward).

24. Behavioral Contracts
A written document that specifies a contingency for an individual student or in this case…whole class
Contains the following elements:
Operational definition of BEHAVIOR
Clear descriptions of REINFORCERS
OUTCOMES if student fails to meet expectations
Special BONUSES that may be used to increase motivation or participation.
Elizabeth F. Class popcorn party. Boost self-esteem and made her more confident in making friends.

25. Establishing a Token Economy
Determine and teach the target skills
Select tokens
Identify what will be back-up reinforcers
Identify the number of tokens required to receive back-up reinforcers
Define and teach the exchange and token delivery system
Define decision rules to change/fade the plan
Determine how the plan will be monitored
**Consider randomly delivering rewards**

26. Tips for Using Tangible Tokens
Ensure an adequate supply
Take steps to prohibit counterfeiting
Develop a system for “spending” tokens
Establish an efficient system of record keeping
ADVANTAGES:
Works like money (use as an immediate reward, but actual “prize” is purchased later)
Takes less time
Less expensive

27. Meeting Token System Challenges
Use tokens that students can “cash in” for back up reinforcers
Change the color and/or design of tokens frequently to discourage counterfeiting.
Ensure an ample supply of tokens
Ensure all students have fair chance of earning rewards.
Provide visual prompts in all settings
Include information and encouraging messages on daily basis
Select criteria for earning rewards based on data already being collected (e.g., attendance, grades)
Continue school-wide efforts and align your classroom rewards system with the school-wide system.
Brainstorm-Token System Activity---Ball Toss

28. Classroom Continuum of Strategies
Free & Frequent
Intermittent
Strong & Long Term
Verbal Praise
Smile
Stickers
Rubber Stamps
Thumbs up
Home Notes
Token Economy
Phone Calls
Special Privileges
Computer Time
Social/Free Time
Special Seat
Group Contingency
Field Trip
Special Project
Recognition Ceremonies
Increasing the level of acknowledgement in the classroom seems like a simple intervention, but it takes some planning and effort.
(Sprick, Knight, Reinke, McKale, 2006, p. 131.)
Just as we develop a school wide system for recognizing appropriate behavior, a system of recognition must also be developed within each classroom.
Acknowledgement should be easy and simple to administer, connected with school wide expectations AND clearly communicated. Students need to know why the feedback is being given.
Consider this example of a classroom system. It includes free and frequent, intermittent and long term feedback. It also aligns with the schoolwide system of recognition.
(Provide Example from a school experience you know)….

29. Acknowledgement System Self-Check
As you develop your acknowledgement system make sure you check for the following:
The system is simple to use
Clearly defined criteria for earning rewards
Ongoing opportunity to earn rewards
Flexible enough to meet the needs of diverse students
Aligned with the school-wide reward system
Supportive of and aligned with the data collection system
Supportive of behavioral and academic success
Meaningful back-up reinforcers
Varied to maintain student interest
Age-appropriate
Hierarchical: Small increments of success are recognized with small rewards
Brainstorm ideas and begin planning your classroom reward system
Use the Self-check items to determine strengths and weaknesses of the plan
Generate ideas for strengthening the plans

30. Reinforcing Behaviors
It is important to only reinforce behaviors which are observable and measureable.
Clearly state the expectation –
Example: Students who are quietly standing in line, facing forward, keeping their hands and feet to them self
Non-Example: Students ready for lunch

31. Guidelines
Reward demonstration of school-wide expectations (contingent)
Avoid trying to motivate by withholding incentives
Avoid taking away incentives already earned
Should target all students
These are basic simple Guidelines to keep in mind when developing for a classroom or school.

32. When Selecting Reinforcers. . .
Remember: Not everyone is reinforced by the same reward
Try to personalize the reinforcers by offering variety
Rotate through different reinforcers so options vary throughout the year

33. Tangible Reinforcements
Pair tangible reinforcers with praise statements.
Pairing tangibles with verbal praise gradually teaches students to become motivated by praise alone.

34. Types of Reinforcers
Sensory
Natural
Material
Generalized
Social

35. Sensory Reinforcers
Sensory reinforcers are things you can hear, see, smell, or touch:
Listen to music
Sit in special chair
Hold a stuffed animal/toy
Choose a poster
Watch a movie

36. Natural Reinforcers
Natural reinforcers are things students like to do/ask to do during free time:
Play a game
Read a book
Free time with a friend
Play a sport
Be in charge of materials
Put up a bulletin board

37. Material Reinforcers Material reinforcers work for students
who require immediate reinforcement
in smaller amounts:
Stickers
Materials: pencils, pens, paper,
bookmarks
Trading cards
Movie Tickets
Food coupons
Juice drinks

38. Generalized Reinforcers
Generalized reinforcers work for students who can delay gratification, as the reinforcer is exchanged for an item of value at a later time:
Raffle tickets
Tokens
Poker chips
Points/credits

39. Social Reinforcers
Social reinforcers should be paired with other types of reinforcers when students are first learning new
skills:
Smile
Wink
Compliment
Effective praise
Proximity

40. Sample Interaction Activity
Thank you, Mary, for picking up the trash
on the floor. Because you demonstrated
responsibility, which is one of our
expectations, I want to acknowledge you
with a Beary Good Slip. Good job!
Describe what the student did right
Explain how the behavior relates to the expectation
Verbally link the behavior with the reinforcer

41. Low Cost Reinforcers
Positive parent telephone contacts with students present
Coupons (purchased with established numbers of tokens) for the following:
Extra P.E. (Music, Art, Computer)
Sit by a friend for a class period
Use teacher’s chair at student’s desk
Sit at teacher’s desk
Lunch with teacher-once a month
Earned activity period for a preferred activity
Early release pass

42. Summary Rewards are effective when Tied to specific behaviors
Delivered soon after the behavior
Age appropriate (actually valued by student)
Delivered frequently
Gradually faded away

43. Acknowledgement Systems
Evergreen Elementary
Acknowledgement Systems

44. Foundation
Teaching Matrix
Keeping it positive
Staying fun

45. Immediate/High Frequency Acknowledgements
Predictable and Tangible
S.O.A.R. Slips
Eagle Pride: Ask Me Why bracelets
School Staff
Teaching Points
Playground: Line up when bell rings
Fun teaching/reminder video
Reinforcement Saturation
Bus Drivers

46. Immediate (cont’d.)
Classroom Specific Acknowledgement Systems—(Becky Insert Pix?)
Coin Program
Punch Cards
Class Compliments
Points

47. Intermittent/Unexpected
Hallway Smackdowns
Blue Wing vs Orange Wing
Principal Pop-ins
Bus Recognition
Pencil Hand-Outs
Sports Cards Hand-Outs
Announcements

48. Intermittent/Unexpected (cont’d.)
Golden Broom
Hallways
Introduction Assembly

49. Golden Broom Before and After

51. Intermittent (Cont’d.)
Golden Tray
Lunchroom
Golden Tray Promotional

52. Intermittent/Unexpected (Cont’d.)
Staff Acknowledgement
Free Duty Coverage
Arrive Late/Leave Early Coupons
Staff Meetings
Friday S.O.A.R. Slip Drawing
S.O.A.R./Golden Tray Sample

53. Long-Term Celebrations
Grade Level Quarterly Rewards
Wall of Fame
Mrs. Heinzen's 3rd Grade
Mrs. Stadler's 1st Grade
Handprint on Wall

54. Long-Term Celebrations (cont’d.)
S.O.A.R-mometer
Dance
P.J. Day
Icy-Pop Day
Extra Recess
Crazy Hair Day
Dunk-Tank

55. Challenges Mindset Change Communication
“Do what you’re told V.S. “Acknowledging Positive Behaviors”
Communication
Whole Staff
Parents
Students—Teaching Stations—Recess Rodeo

56. Challenges (Cont’d.) Consistency Follow-Through Keep it fresh
Between individual staff
Between wings
Follow-Through
Action plan: What, How, Who indicated
Keep it fresh
Fun
New staff

57. Various Pictures: Compliment Tracker

58. Hallway

59. Recess Posters

60. S.O.A.R. Board

61. Recess Games

62. Recess Games

63. Student Leadership

64. Wii Fun

65. Wii Fun

66. Frequently Asked Question #1
Shouldn’t children this age already know what is expected of them and how to behave?
Behavior that is acknowledged is more likely to occur again.
Behavior that is ignored is less likely to be repeated.
No good behavior should be taken for granted or it may decline.

67. Frequently Asked Question #2
Praising feels unnatural. Won’t kids
think it sounds phony?
The more you praise, the more natural it will feel.
If you praise appropriate behaviors that truly happened, there is nothing phony about it.
Kids who get praise will tend to praise others.

68. Frequently Asked Question #3
Isn’t Praise Manipulative and Coercive?
The purpose of praise is to reinforce and increase positive behavior with the student’s knowledge.
Praise helps clearly describe expectations so that students can successfully meet them.

69. Frequently Asked Question #4
Isn’t giving a reward like bribing students to do what you want them to do?
A bribe attempts to influence or persuade someone to produce a desired behavior that hasn’t yet happened.
A reward reinforces a desired behavior that has already happened.

70. Frequently Asked Question #5
Won’t students come to depend on tangible rewards? Don’t extrinsic rewards decrease intrinsic motivation?
Tangible rewards should be accompanied with social rewards.
When a message that recognizes a student’s efforts as being responsible for success is given with a reward, internal motivation will actually be strengthened.

71. Frequently Asked Question #6
Shouldn’t rewards be saved for special achievements?
By acknowledging only the “big” behaviors, adults send the message that every day behaviors of courtesy, responsibility, and respect are not important.
Small steps on the way to achievement need to be recognized.

72. Frequently Asked Question #7
Do students in middle and high school still need acknowledgement?
People of all ages, including adults, need to be recognized and acknowledged for their efforts.
Students of all ages need recognition, praise, and rewards particularly during the difficult transition of adolescence.

73. Acknowledgements
Book-Best Behavior: Building Positive Behavior Supports in Schools. Sprague & Golly,
PDF-LRBI Checklist: Positive Reinforcement. Utah State Office of Education: Least Restrictive Behavior Interventions (LRBI) Resources.
PPT-Acknowledgement Systems: Catch ‘em being Good by Chris Borgemeier, PhD. Portland State University
PPT-Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Reward Systems, Florida’s Positive Behavior Support Project
PPT-Effective Classroom Practice: Strategies to Acknowledge Appropriate Behavior-Center for PBS, College of Education, University of Missouri

74. References
Brophy, J. (1998). Motivating Students to Learn. Boston: McGraw Hill.
Conroy, M. A., Sutherland, K. S., Snyder, A., Al-Hendawi, M. & Vo, A. (2009). Creating a positive classroom atmosphere: Teachers’ use of effective praise and feedback. Beyond Behavior, 18(2), pp
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Freiberg, J., Stein, T., & Huan, S. (1995). Effects of a classroom management intervention on student achievement in inner-city elementary schools. Educational Research and Evaluation, 1,
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75. Resources: www.pbis.org www.wisconsinpbisnetwork.org