Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Reward Systems

1. Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom:Reward Systems

2. Objectives • Understand why it is important to develop a classroom reward system • Identify the guidelines for developing a classroom reward system • Understand different types of reward systems and how they to align them with the school-wide reward system • Develop a classroom reward system

3. Why Develop a Classroom Reward System? • Increases the likelihood that desired behaviors will be repeated • Focuses staff and student attention on desired behaviors • Fosters a positive climate • Reduces the need for engaging in time consuming disciplinary measures • Supports efforts of school-wide system

4. Reward System Guidelines • Keep it simple • Reward frequently in the beginning • Reward contingent on desired behavior • Refrain from threatening the loss of rewards and/or taking earned items away as a strategy for motivating desired behaviors • Students are ALWAYS eligible to earn rewards • Keep ratios of reinforcement to correction high (4:1)

5. What Are the Challenges? • Remaining focused on the positive • Keeping rates of reinforcement high • Taking time to reward students • Keeping the system simple • Providing meaningful rewards • Maintaining consistency • Consider the school-wide reward system

6. Reward Systems • 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

7. 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.

8. Meeting Reward System Challenges • Provide visual prompts in all settings • Include information and encouraging messages on daily basis • Select criteria for earning that is 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

9. Reward Systems • Independent/Individual • Small Group • Group Congratulations!!! Number 1 Student

10. Reward System • Independent/Individual • Each student’s behavior determines independently, whether he/she receives a reward. • Each student receives the same consequence for stated behavior.

11. Reward System • Small Group • 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.)

12. Reward System • Group • The entire class is considered one group and work together towards a goal. • An individual’s inappropriate behavior affects the reward for the entire class.

13. Example: Individual System • Mrs. Robinson gives Tommy a token for appropriate classroom behavior. If he earns 10 tokens, he may participate in the “Spelling Bee Challenge” or the “Who Wants To Be A Millionaire” game at the end of the day.

14. Individual System Considerations • Doesn’t utilize peer influence • Data collection may be difficult • Promotes peer comparison • Low performing children may not succeed • Array of rewards needed for students

15. Example: Small Group System • Mrs. Robinson’s class is divided into 4 groups. • Ex. 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. • Ex. 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). • Ex. C The 2 groups receiving the highest number of tokens for • the day participate in the game (receive a reward).

16. Small Group System Considerations • 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)

17. Example: Group System • Ex. A If the class earns a total of 30 tokens collectively, there will be a “Spelling Bee” • or “Who Wants To Be A Millionaire” game • at the end of the day. • Ex. B If each member of the class earns 5 tokens, • the class is rewarded with participation in a • “Spelling Bee” or “Who Wants To Be A • Millionaire” game at the end of the day. If • anyone does not earn 5 tokens, the class • does not play. (More advanced level)

18. Group System 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)

19. Aligning Classroom and School-wide Reward Systems • Use the same tokens as the school-wide system • Students can receive rewards in class for “earning” tokens, and continue collecting tokens for use in the school-wide reward system, where they are actually “cashed-in” or spent • Supplemental rewards for academic achievement/participation can also be used in addition to the token system in the classroom

20. What Other Teachers Have Found to be Effective • Punch-Out Card • Good Behavior Lotto • Chart Tracking (use points or checks) • Compliance Matrix

21. Low Cost Strategies • Positive parent telephone contacts with students present • Coupons (purchased with established numbers of tokens) for the following: • Extra P.E. • Extra art • Extra music • Earned activity period for a preferred activity • Early release pass

22. School-wide Reward System Example • Monthly Tim earns tokens (Bronco Bucks) throughout the school day from all staff members that he can spend once a month to purchase items at the school store. • 9-Weeks For each dollar Tim spends at the store, his name is entered in a drawing for a chance to win a bicycle. • Random Occasionally, other incentives such as student dances, jean day, etc. are introduced randomly. Students gain admittance by using “Bronco Bucks”.

23. Classroom Reward SystemExample • Daily If Tim earns 2 “Bronco Bucks” he can participate in the review game/get a positive note sent home • Weekly Everyone that received 2 (or other set #) daily rewards during the week receives preferred activity time at the end of the week • Monthly If the entire class reaches their goal of earning a specified amount of “Bronco Bucks” by the end of the month, the class gets to watch a movie. • 9-Weeks There is a competition between all of • Mr. Smith’s classes. The class earning the highest number of “Bronco Bucks” earns a pizza/ice cream party

24. Activity: Reward System Self-Check • Use the self-check provided in your packet and evaluate your current classroom reward system • 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

25. Activity: Reward System Self-Check (cont.) • 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

26. Activity: Creating A Classroom Reward System • Brainstorm ideas and begin planning your classroom reward system • Use the Self-check items to determine strengths and weaknesses of the plans • Generate ideas for strengthening the plans