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Acknowledgement Systems

Acknowledgement Systems. Major portions of the following material were developed by: George Sugai and Rob Horner of the OSEP Funded Technical Assistance Center ( www.pbis.org ) and Steve Goodman, Michigan Department of Education, in conjunction with the Iowa Department of Education.

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Acknowledgement Systems

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  1. Acknowledgement Systems

  2. Major portions of the following material were developed by: George Sugai and Rob Horner of the OSEP Funded Technical Assistance Center (www.pbis.org) and Steve Goodman, Michigan Department of Education, in conjunction with the Iowa Department of Education.

  3. Outcomes for this Session • Understand the rationale for developing a school-wide acknowledgement system • Identify guidelines for developing an effective school-wide acknowledgement system • Understand factors that cause staff members to balk at use of positive rewards/reinforcers • Identify ways to encourage the use of positive rewards/reinforcers in classrooms & schools

  4. Evidence-based features of SW-PBIS • Prevention • Define and teach positive social expectations • Acknowledge positive behavior • Arrange consistent consequences for problem behavior

  5. Evidence-based features of SW-PBS • On-going collection and use of data for decision-making • Continuum of intensive, individual interventions • Administrative leadership – Team-based implementation (systems that support effective practices)

  6. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

  7. School-wide Acknowledgement Systems: Rationale • Focuses staff and student attention on desired behaviors • Increases the likelihood that desired behaviors will be repeated • Fosters a positive school climate • Reduces the need for time consuming disciplinary measures, increasing student time on-task

  8. Remember. . . • The key to SW-PBIS is that our behavior as adults must change in order to change student behavior.

  9. Social & academic behaviors/skills are learned and taught in the same manner • 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

  10. School-wide Acknowledgement Systems: Guidelines • Keep it simple • The system should be for all students • Make sure that rewards reflect the interests of the students (ask them!) • Students should be eligible to earn rewards throughout the day contingent upon appropriate behavior

  11. School-wide Acknowledgement Systems: Guidelines • Increase reinforcement before difficult times • Deliver reinforcement unpredictably (you never know when you will get a surprise!) – but consistently • Refrain from using the loss of rewards as a strategy for motivating desired behaviors…earned = kept

  12. School-wide Acknowledgement Systems: Guidelines • Provide staff with opportunities to recognize students in common areas who are not in their classes • Encourage staff to reinforce students and students to earn the rewards • Share data with staff • Teach principles of reinforcement to all staff

  13. Principles of Reinforcement: Why Use Positive Reinforcement? • Effective and evidence-based • Teaches new skills • Punishment alone is ineffective • Leads to long term/lasting change • Motivates and engages youth, staff and families • More positive environment

  14. Reinforcement • Consequence events influence likelihood of future behavior occurrences

  15. Reinforcement: Positive • 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

  16. Reinforcement: Positive • 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

  17. Reinforcement • 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

  18. Reinforcers. . . . . . are acquired, take many forms, & are individually effective

  19. Reinforcers • 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.

  20. Reinforcement Wisdom! • ‘Knowing’ or saying ‘know’ does NOT mean ‘will do’ • Students ‘do more’ when ‘doing works’…appropriate & inappropriate • Natural consequences are varied, unpredictable, undependable,…not always preventive • Err on side of being positive

  21. Activity • Individually, look over the handout for Activity One at the back of your packet. • Identify personal reinforcers for the activities listed. • Share with members of your group.

  22. 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. Developing Positive Environments

  23. School-wide Acknowledgement Plan • 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)

  24. School-wide Acknowledgement Plan • Presentation • Location and form in which award is presented • School assembly, classroom, privately • Dissemination • Bulletin boards, newsletters, parent letters

  25. School-wide Formal Recognitions Rewards are more public in presentation. There is more time between the demonstration of behavior and the presentation of reward.

  26. 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 • Honor list in classroom • Parent notes

  27. Special Certificates

  28. Student of Month:Add social component to selection criteria Posted on Elementary Website Examples of more formal recognition systems.

  29. Schoolwide Public Feedback on Following Behavior Expectations

  30. Monthly rewards for students earning 4 C.R.E.W. tickets in the month. Celebrations • December- Snacks, prizes, awards • January- Movie and popcorn Celebration dance

  31. School-wide “Quick” Recognitions

  32. 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)

  33. Many schools use a ticket system • Tied into school expectations • Specific feedback on student’s behavior • Provides visible acknowledgement of appropriate behavior for student • Helps to remind staff to provide acknowledgements Jose R. L.M. High School

  34. Incentives You were seen Exhibiting Dexter PRIDE This entitles you to a “Leave 5 minutes early for breakfast pass”. ____________________________ Given by ____________________________ You have exhibited exemplary Dexter PRIDE This entitles you to a “Free Car Wash”. See Mr. Gomez to set up an appointment ____________________________ Given by ____________________________ Dexter High School: Dexter, NM

  35. Schoolwide “quick” acknowledgementsRewards that are quickly presented in the presence of the behavior

  36. observer's initials Student's Name__________ This student was noticed being: (mark all that apply) Parent's Signature _______________ Date______ C a r e s accountable safe considerate respectful enthusiastic White Mt. Intermediate: Ruidoso, NM

  37. Tickets used in Raffle System

  38. Cutting the Principal’s Tie • Students receive tickets for being Respectful, Safe, or Responsible. • Tickets are placed in container The principal draws a ticket and that student gets to cut the principal's tie. • Students receive picture of cutting the tie, the piece of the tie they cut, and a certificate. Raffle System

  39. Daily Drawing Special Lunch Seating Invite 3 Friends Daily Pick of the Pride Raffle System

  40. Classroom Reward Systems Procedures to reward behavior for entire class

  41. P.A.W.S. Rewards Program 2 tickets: candy treat first in line for lunch 10 tickets: 15 min. computer time lunch with an adult video for the weekend earn back Wolverine letter 50 tickets (whole class): popcorn party extra 30 minute recess 30 minute video was caught following the P.A.W.S. guidelines. P = Please listen A = Always be prepared W = Work/act responsibly S =Show respect Caught by:

  42. Classroom Reward Systems Special Lunch Table for Class with Enough Tickets Ice Cream Treat

  43. CLASS PASS 5 - Principal reads story 10 - First class at lunch 15 - 10 min. of extra gym time 20 - Extra recess 25 - Movie and treat Early Elementary

  44. Goal Classroom Reward Systems Providing Visual Feedback

  45. How Low Can You Go?

  46. Individual Student Reward Systems As a component of Targeted or Intensive Individualized Behavior Support System

  47. Behavior Education Program:Daily Progress Reports

  48. Staff Reward System

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