Transcript F. Reward/Recognition Program Established Core Feature PBIS Implementation Goal 22. A system of rewards has elements that are implemented consistently F. Reward/Reco across campus. gnition Program 23.

F. Reward/Recognition Program
Established
Core
Feature
PBIS Implementation Goal
22. A system of rewards has elements that are implemented consistently
F.
Reward/Reco across campus.
gnition
Program
23. A variety of methods are used to reward students.
Established
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
• Escape
• Activity
• Tangible
• Sensory
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- 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:
–
–
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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
2000-2001 Gotchas, Level 1, & ODR per Day per Month
# per Day
80
70
60
50
Gotchas
40
30
20
Level 1
ODR
10
0
Sep Oct Nov Dec Jan Feb Mar Apr May Jun
Months
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:
–
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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:
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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