Behavioral Expectations:

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• Behavioral Expectations
• Acknowledgement Systems
• March 2007

http//cenmi.org/miblsi
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Big Ideas In Positive Behavior Support

• Identify expectations
• Teach expectation
• Monitor expected behavior
• Acknowledge/Encourage expected behavior
• Correct behavioral errors (continuum of
  consequences)
• Use information for decision-making

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Acknowledge and Recognize
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Acknowledging SW Expectations Rationale

• To learn, humans require regular frequent
  feedback on their actions
• Humans experience frequent feedback from others,
  self, environment
• Planned/unplanned
• Desirable/undesirable
• Without formal feedback to encourage desired
  behavior, other forms of feedback shape undesired
  behaviors

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Statements regarding use of rewardsWhat are your
thoughts Please answer Agree or Disagree

• Children at this age should know what is
  expected.
• Praising feels unnatural.
• Praise is manipulative and coercive.
• Isnt giving a reward like bribing?
• Students will come to depend on tangible rewards?
• Awards are only for special achievements.
• We cant afford this type of system.

Adapted from Sprague, Bernstein, Munkres,
Golly, March, (2003)
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Research on the use of rewards within
schools(Tobin, Horner, Sugai 2002)

• More positive reinforcement for appropriate
  school behaviors is needed.
• Some students need very clear, salient, formal
  reward systems.
• Formal reward systems enhance a schools cultural
  competence.
• Formal reward systems help students who have been
  abused or neglected.
• Consequence of punishment and exclusion
  trivialized.
• Use of reinforcement to reduce problem behavior.

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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

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Team Time Acknowledgements

• Take a moment to review what your school does to
  formally acknowledge positive student social
  behavior.
• What are the strengths/weaknesses of your current
  acknowledgement system

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Quick Acknowledgements
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Dexter High School
You have exhibited exemplary Dexter PRIDE This
entitles you to a Free Car Wash. See Mr. Gomez
to set up an appointment _________________________
_________ Given by ____________________________

• Get incentives and tracking sheet from HS office.
• Give incentives for any action that is positive
  to encourage the behavior.
• The behavior does NOT have to be something
  EXTRAORDINARY!!! This is to encourage good
  behavior, even small actions!
• Turn in the tracking sheet to the HS office when
  filled.

You were seen Exhibiting Dexter PRIDE This
entitles you to a Leave 5 minutes early for
breakfast pass. _________________________________
_ Given by ____________________________
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Viking Card

• Viking Cards are awarded to students who have
  supported the Viking Code of Respect,
  Responsibility, and Readiness through their
  consistent attendance, punctuality, academic
  progress, and positive interactions with peers,
  teachers, and staff. Students who have at least
  a C average (with no Ds or Es), 94 attendance,
  and no serious behavior issues in a given
  semester are awarded a Viking Card which gives
  them privileges and opportunities during the next
  semester. These privileges and opportunities
  include drawings and special events. However,
  Viking Card privileges can be removed.
• The criteria are subject to change as we fully
  incorporate the Viking Card into PBIS. Only
  students in grades 10, 11, and 12 are eligible
  for the Viking Card.

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Vero Beach High School Tribal Council

• The Tribal Council continues to honor those
  teachers, staff, and students who display Tribe
  PRIDE (Prepared, Respectful, Involved, Dedicated,
  and Enthusiastic). Since our last newsletter we
  have had winners for two months. We would like to
  thank our sponsors for November and December
  Beef O Bradys, Big Apple Pizza, The Half Hour
  Inn, and Carrabbas Italian Grill. Each of these
  local businesses donated prizes for our winners.
  Our recent winners are Jason Keeler and Kristie
  Helpling teachers), Raquel Williams and Harriet
  Robb (support staff) and Jason Wesley, Diana
  Cruz, Alexis Turner, John Zoda, Tim Hammong,
  James Clemmons, Leslie Blades, and Sadie Welker
  (students). Please congratulate them when you see
  them around town.
• The council also hosted an ice cream party for
  those students who earned a PRIDE card through
  the councils behavior and grading reward system.
  Congratulations to those students who have
  continued to exhibit positive behaviors and good
  study habits.
• February 2007 School Newsletter

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Many schools use a ticket system

• Tied into school
  expectations
• Specific feedback on students behavior
• Provides visible acknowledge of
  appropriate behavior for student
• Helps to remind staff to provide acknowledgements

Jose R.
L.M.
?
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Procedures for Encouraging Positive Behavior

• Viking of the Month
• I Noticed
• Posters throughout school
• Display of winners on V-Board
• Regular announcements of winners

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V -Bucks

• Awarded by teachers to students who exemplify the
  Viking Code of Conduct on a daily basis in the
  classroom, the hallways, the cafeteria, and other
  areas of the building.
• Awarded to encourage and reinforce positive
  behaviors among our students.
• Teachers can award V- Bucks to students whether
  they teach them or not.

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Incentives for Students and Staff

• Homework Passes
• Ice Cream Passes
• Target Gift Certificates
• McDonalds Coupons
• Wal-Mart Gift Certificates

• Dance Passes
• Movie Passes
• Game Passes
• Bags/Freebies
• Six Flags Passes

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Morning Announcement

• Students in Lansdowne High School Drama and
  Broadcasting classes wrote and performed public
  service announcements that have been played on
  the morning announcements

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I WAS CAUGHT DOING THE RIGHT THING
_at_ SENN
Free Movie
HIGHSCHOOL
No-Name's Cineplex
Good Until _____________
COUPON IS GOOD FOR ONE FREE ADMISSION TO A MOVIE
Loews Signature
Senn HS Signature
_at_ ANY CHICAGOLAND CINEPLEX
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Posted in every hallway! Advertising is key!
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Tickets indicated a good turn out.
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Senn High School Dance

• Find the right mix
• About 1 hour
• Have exit procedures
• Have enough staff

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Rewards at Barbara Jordan Elementary
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Example Rewards
Bohanon-Edmonson, H., Flannery, K. B., Eber, L.
Sugai, G. Positive Behavior Support in High
Schools Monograph from the 2004 Illinois High
School Forum of Positive Behavioral Interventions
and Supports

• Homework passes, early release, time to
  socialize, food, movie posters, attraction
  tickets, school event(s) free or at reduced
  price, t-shirts, student of the week
• Students are given a personal day per quarter
  given academic and achievement stipulations

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Example Rewards continued

• Principal for a day - based on two weeks no
  tardies or ODRs. Student allowed to make 3 rules
  (agreed upon by actual principal), (e.g. music
  between periods, kids gave out reinforcers to
  classmates).
• Based on school-wide (e.g., 60 days of
  consecutive non-violence) rap star campus
  concert, all school dance, bowling party for
  seniors, access to climbing wall
• Restaurant coupons for staff who gave winning
  student coupon, movie, auto detailing for staff
  member, Starbucks card

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On-going Reward of Appropriate Behavior

• Every faculty and staff member acknowledges
  appropriate behavior.
• 5 to 1 ratio of positive to negative contacts
• System that makes acknowledgement easy and simple
  for students and staff.
• Students should be acknowledged regularly (at
  least every 2 weeks)
• Different strategies for acknowledging
  appropriate behavior (small frequent rewards more
  effective)
• Beginning of class recognition
• Raffles
• Open gym
• Social acknowledgement

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School-wide Acknowledgement Plan Walker, Colvin,
Ramsey (1995)

• Key Features
• Title that captures purpose of award
• Academic student of the month, most improved
• Behavior Caught-in-the-Act
• Award that student will receive
• Trophy, certificate,coupon, privilege, stickers,
  or raffle ticket (should be of value to students)

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School-wide Acknowledgement Plan (cont.)

• Criteria definition
• Who is eligible, how often award is delivered,
  how many students receive award
• Should be implemented consistently
• Strict criteria are needed for more public awards
  (student of month) Looser criteria for awards
  distributed at higher rate (recess tickets)
• Presentation
• Location and form in which award is presented
• School assembly, classroom, privately
• Dissemination
• Bulletin boards, newsletters, parent letters

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School-wide Acknowledgement Plan Example 1
more formal system

• Title
• Self-Manager
• Criteria
• Satisfactory grades
• Follow school rules
• No discipline referrals
• Class work completed
• Five staff signatures (for example, teacher,
  teaching assistant)
• Students listed in office for all staff to review
• Presentation
• Monthly award assembly
• Award
• Button
• Privileges
• In hallways without pass
• Early lunch
• Self-manager lunch table
• Early release (1-2 min. max) from class when
  appropriate
• Dissemination

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School-wide Acknowledge Plan Example 2 less
formal system

• Title
• Gotcha
• Criteria
• Demonstration of school-wide expected behavior
• Presentation
• Individual staff member
• Award
• Sign in the honor roll log at office
• Sticker
• Monthly raffle at awards assembly
• Dissemination
• Signed awards log kept at office (name and room
  number)

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Team Work Time

• Create School-wide Acknowledgement Plan (formal
  plan or less formal plan)
• Use the School-wide Acknowledgement System
  Planning Form
• Work within your teams

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Relationship between acknowledging behavior
expectations and discipline referrals
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Important considerations

• Make sure that the rewards/ acknowledgements are
  tied into the behavior expectations
• Rewards/acknowledgements are for students doing
  well (prevention) and students with behavioral
  difficulties (intervention)

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Major problem statements

• What factors cause staff members to balk at use
  of positive rewards/ reinforcers?
• What do we know about use of positive
  rewards/reinforcers?
• How can use of positive rewards/reinforcers be
  encouraged in classrooms schools?

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Why do educators rebel at use of positive
acknowledgements (misrules)?

• Use of extrinsic rewards will inhibit development
  of intrinsic motivation.
• Students dont need rewards acknowledgements to
  do whats right.
• A strong, aversive natural consequence will get
  the message across.
• Give them time, maturity will kick in.
• If they cant do it on their own, they shouldnt
  be in this course.

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Why do educators rebel (continued)

• Any students who need me to tell them whats
  right and wrong arent going to make it my class.
• I teach biology. I dont and shouldnt have to
  teach respect and responsibility.
• Its 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.

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Team Activity What do we know?

• Working as a team, take turns asking and
  answering the questions on the 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!

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Team Activity continued

• When you have finished, take 5
• minutes as a group and discuss your
• personal responses to the information
• presented.

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1. Consequence events influence likelihood of
future behavior occurrences

• Behaviors that are followed by
• Pleasing/reinforcing events are more likely to
  occur in future
• Aversive/punishing events are less 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

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• 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

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2. Academic behaviors/skills are learned taught
like social behaviors.

• New behaviors are taught by explanation,
  modeling, practice, feedback
• New behaviors become durable with practice
  feedback
• Behaviors become useful when effective relevant
• Correct behaviors are taught strengthened to
  replace error behaviors

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

• 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.

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In each of the following situations, what
consequence events/outcomes are pleasing and/or
reinforcing to you?
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4. 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.
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Team Activity Jigsaw

• Each team will divide Chapter 7 SCHOOL-WIDE
  REINFORCEMENT SYSTEMS IN HIGH SCHOOLS (Positive
  Behavior Support in High Schools Monograph from
  the 2004 Illinois High School Forum of Positive
  Behavioral Interventions and Supports) into equal
  sections.
• Each team member will select and read a section.
• After each member has read their section, all
  members will come back together and share new or
  key ideas presented.
• Teams will discuss their reactions.

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What do these environments look like?

• More student-staff interactions are positive than
  negative
• Pro-social behaviors are emphasized included in
  the language culture of school
• Staff members are acknowledging student
  appropriate behavior
• Problem behaviors are not being
  rewarded/reinforced, are being observed less
  often.
• Students are managing their own behaviors

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How would you respond/reply to colleague who
reacts to use of rewards/reinforcers in each of
following ways?

• Use of extrinsic rewards will inhibit development
  of intrinsic motivation.
• Students dont need rewards acknowledgements to
  do whats right.
• A strong, aversive natural consequence will get
  the message across.
• Give them time, maturity will kick in.
• If they cant do it on their own, they shouldnt
  be in this course.

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How would you respond (continued)

• Any students who need me to tell them whats
  right and wrong arent going to make it my class.
• I teach biology. I dont and shouldnt have to
  teach respect and responsibility.
• Its 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.

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General guidelines (Sugai, 2004)

• Show/highlight effects/outcomes
• Model use
• Teach students to self-recruit
• Use naturally occurring, contextually,
  culturally appropriate forms of
  rewards/reinforcers
• Reward/reinforce staff use
• Teach principles of reinforcement
• Behavior is a behavior
• Consequence affect behavior probability

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Implementing a School-Wide Reward System (IVDB)

• The system should be for all students.
• Rewards should sometimes be made public.
• Use rewards that students want (and change them
  often!).
• Reward teachers as well!
• Increase reinforcement before difficult times.
• Deliver rewards unpredictably (you never know
  when you will get a surprise!).

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On-going Rewards of Appropriate Behavior

• Every faculty and staff member acknowledges
  appropriate behavior.
• 5 to 1 ratio of positive to negative contacts
• System that makes acknowledgement easy and simple
  for students and staff.
• Different strategies for acknowledging
  appropriate behavior (small frequent rewards more
  effective)
• Beginning of class recognition
• Raffles
• Open gym
• Social acknowledgement

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Sample Secondary Rewards

• Business Donations for Monthly Raffle
• 10 minutes early to lunch
• Duffle Bags with School Logo
• Hamburger Cook Out with Karaoke
• Every Year a One Day Workshop designated to
  improve student character Life Skills

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observer's initials
Student's Name__________
Parent's Signature _______________
Date______
This student was noticed being (mark all that
apply)
C
a
r
e
s
accountable
safe
considerate
respectful
enthusiastic
White Mt. Intermediate Ruidoso, NM
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Rewards and Prizes
Weekly drawings- Parent Council donates popcorn
to be given to a winning student from each class.
Teachers have option of having additional
weekly drawings.
Monthly drawing for a winner from each class to
attend pizza party with the principal.
Each 9 weeks a drawing for 2 winning students
(one per grade level) to take his or her family
to dinner at a local restaurant.
White Mt. Intermediate Ruidoso, NM
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To build staff moral we began recognizing the
positive things we were seeing among the adults
in our building.
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Developing your Reinforcement and Reward Plan
(IVDB)

• How will tokens be distributed?
• How or where will you obtain back-up reinforcers?
• When and where will you have drawings for back up
  reinforcers?
• How will you deliver the reinforcers?

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Team Action Planning Addressing Rewards

• Spend the next 30 minutes reviewing or generating
  your
• teams action plan for rewards. Whether you have
  a
• REWARDS system in place or are just beginning to
  design
• one, consider
• What is your rewards system?
• How frequently does it occur?
• Are you using verbal reinforcement?
• Is it consistent?
• Is it visible (do all staff, students, family
  know what it is and how it works)?
• Is it accessible to all?