encouraging expected behavior-chapter...

MO SW-PBS Team Workbook 147

Encouraging Expected Behavior

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5



Introduction to Encouraging Expected Behavior

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A–B–C %

Conditions or circumstances that alter the probability of a behavior occurring.

An observable act. What the student does.

The resulting event or outcome that occurs immediately following the behavior.

• Hallway expectations and routines clarified and taught.

• Teachers use prompts/pre-corrects to remind students to walk in the hallway, quiet voices, body to self, and walking on the right side.

• Teachers greet, while actively supervising the hallway.

Students keep voices quiet, body to self, and walk on the right side.

The Media Specialist observes the students following hallway expec-tations and says, “Great job for keeping your voices quiet, your body to yourself, and staying to the right. You are showing respect for others and being safe.”

Figure 13

Terms Related to Encouraging Expected Behavior

Reinforcement–overarching term for a contingently delivered positive consequences associated with an increased likelihood of future behavior; reinforcement can take many forms, most commonly praise or positive feedback (social reinforcement), but also tangible reinforcement (tickets, tokens, coupons, etc.), and activity reinforcers. The positive consequence is only a reinforcer when it serves to strengthen or increase the use of the desired behavior; it is always based on the perspective of the learner, not the intentions of the adult delivering the reinforcement.

Reward–something that reinforces a desired behavior, most often a preferred tangible/object or activity; often used interchangeably with “reinforcement,” but has acquired a controversial tone and misconstrued as bribery.

Positive feedback–verbal reinforcement; a form of social reinforcement that provides information on successful behavior while reinforcing or increasing the likelihood that behavior will be repeated; combines social attention, instruction, and reinforcement.

Praise–often used interchangeably with positive feedback; an expression of admiration for performance that serves to reinforce the behavior; verbal recognition.

Teacher approval–used in research to assess the relationship of teacher behavior to student learning; generally verbal praise and encouragement, but may also include non-verbal attention (e.g., smiles, facial attention, touch, etc.).

Antecedent Behavior Consequence



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Understanding the Power of Adult Attention %

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aaVTC%)"%:-9-'6;%P<"8%(-6%.#'6%<"8%9'<%'66-$6*"$%6"CQ%



-#.!/0'*1!#2!3*0&4*5!+''*$'(#$!K$%/9*6-%"1%6#-%-4*@-$7-%6#'6%7"$6*$B(-$6%'66-$6*"$%7'$%7#'$(-%6#-%73*+'6-%'$@%3-':$*$(%7"$@*6*"$/%"1%6#-%73'//B:""+;%+'$<%6-'7#-:/%1'*3%6"%6'D-%1833%'@4'$6'(-%"1%6#*/%9".-:183%6""3C%K$%#-:%/-+*$'3%':6*73-;%H#*6-%SVdbfT%1"8$@%6#'6%$'68:'33<%"778::*$(%":%6<9*7'3%6-'7#-:%'99:"4'3%/6'6-+-$6/%1":%'7'B@-+*7%:-/9"$/-/%1':%"86.-*(#-@%6#"/-%1":%/"7*'3%=-#'4*":%'7:"//%'33%(:'@-%3-4-3/;%.*6#%#*(#-/6%:'6-/%1":%-'7#%6<9-%"1%'99:"4'3%"778::*$(%*$%/-7"$@%(:'@-%'$@%6'9-:*$(%"11%@:'+'6*7'33<%'16-:%6#'6C%K$%'33%(:'@-%3-4-3/;%6-'7#-:/%:-B/9"$@-@%6"%7"::-76%'7'@-+*7%9-:1":B+'$7-%SWaCXg%9-:%#"8:%'4-:'(-T%+":-%1:-L8-$63<%6#'$%@*/'99:"4'3/%SbCfg%9-:%#"8:%'4-:'(-TC%Z$%6#-%"6#-:%#'$@;%/6'6-+-$6/%"1%@*/'99:"4'3%1":%/"7*'3%=-#'4*":%SVdCWa%9-:%#"8:T%.-:-%'3B.'</%+":-%1:-L8-$6%6#'$%'99:"4'3/%SVCfW%9-:%#"8:TC%5%/8++':<%"1%6#-%1*$@*$(/%*/%*$%U*(8:-%VYC%

G*$7-%H#*6-F/%/68@*-/%*$%6#-%VdbaF/;%/8=/-L8-$6%:-/-':7#%#'/%1"8$@%"$-%7"$/6'$6_'7'@-+*7%=-#'4*":%"1%/68B@-$6/%*/%+":-%3*D-3<%6"%'66:'76%9"/*6*4-%6-'7#-:%'66-$6*"$%6#'$%*/%/"7*'3%=-#'4B*":C%K$%'@@*6*"$;%6-'7#-:/%:-/9"$@%1':%+":-%1:-L8-$63<%6"%*$'99:"9:*'6-%/"B7*'3%=-#'4*":%6#'$%6"%'99:"9:*'6-%=-B#'4*":%SJ-'+'$%`%H#-3@'33;%WaaaTC%)#-%8$1":68$'6-%:-/836%"1%6-'7#-:/%(*4B*$(%+":-%'66-$6*"$%6"%+*/=-#'4*":%*/%6#'6%6#-*:%'66-$6*"$%*/%*$'@4-:6-$63<%+'*$6'*$*$(%":%*$7:-'/*$(%6#-%+*/=-B#'4*":C%

5%/7#""3B.*@-%1"78/%"$%'33%/6'11%-$/8:B*$(%#*(#%:'6-/%"1%$"$B7"$6*$(-$6%'$@%7"$6*$(-$6%'66-$6*"$%*/%*+9":6'$6%=-B7'8/-%*6%7'$%*+9:"4-%*$6-:'76*"$/%=-B6.--$%/68@-$6/%'$@%/6'11%'$@%6#-:-B1":-;%*+9:"4-%6#-%/7#""3%73*+'6-C%H-%.'$6%6"%-/6'=3*/#%'%9"/*6*4-%/7#""3%73*+'6-%*$%.#*7#%7"+93*'$7-%:-7-*4-/%+":-%'66-$6*"$%6#'$%$"$B7"+93*'$7-C

%%

% Approval Statements

Disapproval Statements

Ratio of Positive to Negative

Academic 20.36 per hour 7.56 per hour 2.7:1

Social 1.52 per hour 19.20 per hour 1:12.6

Figure 14 %

%

Discussion: %R-13-76%"$%.#'6%<"8%#'4-%3-':$-@%'="86%'@836%'66-$6*"$_="6#%$"$B7"$6*$(-$6%'$@%7"$6*$(-$6C%)-'7#%/"+-"$-%6#-%@-1*$*6*"$/%"1%-'7#%'$@%6#-*:%9".-:%*$%.":D*$(%.*6#%/68@-$6/%6"%7:-'6-%'%9"/*6*4-%/7#""3%-$4*:"$+-$6C%,*/6%'/%+'$<%-A'+93-/%'/%<"8%7'$%"1%="6#%$"$B7"$6*$(-$6%'$@%7"$6*$(-$6%'66-$6*"$%6#'6%':-%9:-/-$63<%*$%93'7-%*$%<"8:%/7#""3C%%%



65*2*55*7!+789'!:*40;(#51!R-3'6-@%6"%6-'7#-:%'66-$6*"$%*/%6#-%/68B@-$6B6-'7#-:%:-3'6*"$/#*9%'$@%9:-B1-::-@%'@836%=-#'4*":/C%)#-:-%*/%'%(:".*$(%="@<%"1%:-/-':7#%6#'6%*$@*B7'6-/%'7'@-+*7%'7#*-4-+-$6%'$@%/68B@-$6/F%=-#'4*":%':-%="6#%*$138-$7-@%=<%6#-%L8'3*6<%"1%6-'7#-:B/68@-$6%:-3'B6*"$/#*9%S!"$-/%`%!"$-/;%Vdde%'$@%53("NN*$-;%H'$(;%`%h*"3-66-;%WaVaTC%H#-$%/68@-$6/%':-%'/D-@%.#'6%+'D-/%'%6-'7#-:%/9-7*'3%'$@%.":6#<%"1%:-B/9-76;%/68@-$6/%7"$/*/6-$63<%7*6-%6#:--%7#':'76-:*/6*7/O%1*:+$-//;%7"+9'//*"$;%'$@%'$%*$6-:-/6*$(;%-$('(*$(;%'$@%7#'3B3-$(*$(%6-'7#*$(%/6<3-%S^"(8-:';%VddfTC%

0*4-$%6#-/-%:-3'6*"$/#*9/;%6-'7#-:/%'$@%/6'11%$--@%6"%3-':$%/*+93-%=-#'4B*":/%6#'6%.*33%9"/*6*4-3<%*+9'76%:-3'B6*"$/#*9/C%5@836%=-#'4*":/%6#'6%=8*3@%:-3'6*"$/#*9%*$738@-O%VT%7"++8$*B7'6*$(%9:*4'6-3<;%*$%73"/-%9:"A*+*6<%.*6#%6#-%/68@-$6;%WT%3*/6-$*$(;%XT%-<-%7"$6'76;%YT%93-'/'$6%4"*7-%6"$-;%fT%/+*3-/;%gT%'99:"9:*'6-%9:"1-//*"$'3%6"87#%'$@%bT%8/-%"1%/68@-$6/F%$'+-/C%

)#-/-%=-#'4*":/%-A9:-//%.':+6#;%7':-%'$@%7"$7-:$%1":%/68@-$6/%.#*3-%'3/"%7"++8$*7'6*$(%:-/9-76C%)#-<%*$7:-'/-%/68@-$6%'11-76%S6#-%3*D-3*#""@%6#'6%6#-<%.*33%/'<%6#-<%3*D-%/7#""3%":%6#-*:%6-'7#-:T;%7"+93*'$7-%S6#-%3*D-3*#""@%6#'6%6#-<%.*33%@"%'/%'/D-@T%'$@%'3/"%-$#'$7-%3-':$*$(C%^"6%"$3<%@"%6#-/-%'@836%=-#'4*":/%*+9'76%:-3'6*"$/#*9/;%=86%6#-<%'3/"%/-6%6#-%/6'(-%1":%-11-7B6*4-3<%*$6-:'76*$(%.*6#%/68@-$6/%'$@%@-3*4-:*$(%(-$8*$-%1--@='7DC%H"$(%SWaafT%@-/7:*=-/%6#-/-%6-'7#-:/%'/%P*$6-$6*"$'33<%*$4*6*$(CQ%)#-*:%9:"1-/B/*"$'3%'66*68@-%@-9*76/%6#-*:%4*-.%"1%/68@-$6/%'/%'=3-=!4'38'=3-=!'$@!:-/9"$/*=3-7

%

%

%

Discussion: %R-4*-.%6#-%3*/6%"1%9:-1-::-@%'@836%=-#'4*":/%1":%=8*3@*$(%9"/*6*4-%6-'7#-:B/68@-$6%:-3'6*"$/#*9/C%H#'6%=-#'4*":/%@"%<"8%78::-$63<%8/-%6#'6%<"8%.'$6%6"%&/-0*-.$[%H#*7#%=-#'4*":/%@"%<"8%$--@%6"%%11[%5:-%6#-:-%=-#'4*":/;%7"$6:':<%6"%6#-/-%6#'6%<"8%.'$6%6"%$5*2*-%0$[%E"%6#-%/6'11%*$%<"8:%/7#""3%8/-%6#-/-%9:-1-::-@%'@836%=-#'4*":/%.#-$%*$6-:'76*$(%.*6#%/68@-$6/[%i".%7'$%<"8%/#':-%.#'6%<"8%#'4-%3-':$-@%'="86%6-'7#-:%'66-$6*"$%'$@%9:-1-::-@%'@836%=-#'4*":/%.*6#%<"8:%/6'11[%

Preferred Adult Behaviors • Proximity • Listening • Eye contact • Pleasant voice • Smiles • Touch • Use of student’s name



Positive Feedback

#-%9:-1-::-@%'@836%=-#'4*":/%'$@%$"$B7"$6*$(-$6%'66-$6*"$%.-F4-%

=--$%6'3D*$(%'="86%':-%$"6%/811*7*-$6%6"%7#'$(-%'$@%/8/6'*$%=-#'4*":c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

<=*&(2(&099>!7*1&5(?*!'4*!?*40;(#5C%G68@-$6/%$--@%6"%D$".%-A93*7*63<%.#'6%=-#'4*":%6#-<%@*@%6#'6%.'/%7"::-76%'$@%-':$-@%6#-%'7D$".3-@(-+-$6%"1%6#-%6-'7#-:C%)-'7#-:/%:-'@*3<%@"%6#*/%.#-$%(*4*$(%1--@='7D%'="86%'7'@-+*7%.":DC%)-'7#-:/%"16-$%8/-%'%:8=:*7%.#-$%:-4*-.*$(%'7'@-+*7%.":D%6#'6%#-39/%/9-7*1*7'33<%@-/7:*=-%6#-%@-/*:'=3-%=-#'4*":%@*/93'<-@C%E'4*/%SWaabT%@-/7:*=-/%6#*/%'/%'76*$(%P3*D-%'%4*@-"%7'+-:';%#-39*$(%/68@-$6/%/--%6#-*:%".$%9"/*6*4-%=-#'4*":CQ%K$%-11-76*4-%9:'*/-%.-%/*+93<%@-/7:*=-%6#-%=-#'4B*":%"=/-:4-@%6"%+'D-%6#-%1--@='7D%

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"F$6!#%226=!0'%-<+!4/(!0'(/;*-3!6/.(!0(%+'!%;%67!#'%0!+'/;+!&//)$(%0*/-!%-1!($+)$&0!4/(!/.(!+&'//578!!

"G%&<=!0'%-<!6/.!4/(!3$00*-3!6/.(!,//<!/.0!%-1!3$00*-3!+0%(0$1!(*3'0!%;%67!H$!:%5.$!/.(!5$%(-*-3!0*2$!'$($!%0!+&'//5=!%-1!6/.!;*55!,$!2/($!5*<$56!0/!3$0!6/.(!;/(<!1/-$!'$($!%-1!%:/*1!'/2$;/(<78!

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!"H/;=!C%(*.+=!6/.!;$($!/-!0%+<K!6/.!3/0!6/.(!L/.(-%5!/.0!(*3'0!%;%6!%-1!;/(<$1!0'$!$-0*($!;(*0*-3!0*2$M!I/.!+'/.51!,$!)(/.1!/4!6/.(+$547!#'%0E+!,$*-3!($+)/-+*,5$78!

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Figure 15

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Discussion: %R-13-76%"$%6#-%9".-:%"1%9"/*6*4-%1--@='7DC%i".%-A6-$/*4-3<%*/%*6%=-*$(%8/-@%*$%<"8:%/7#""3[%K/%6#-:-%'%:'6*"%"1%1"8:%6*+-/%+":-%9"/*6*4-%*$6-:'76*"$/%.*6#%/68@-$6/%6#'$%$-('6*4-[%H#'6%':-%/"+-%.'</%6#'6%<"8%7'$%/#':-%.#'6%<"8%#'4-%3-':$-@%'="86%6#-%:"3-%"1%9"/*6*4-%1--@='7D%*$%GHBIJG%.*6#%<"8:%/6'11[%

Benefits of Positive Feedback • Helps adults and students focus on positive social behaviors and actions. • It is the most powerful behavior change tool teachers have in their

repertoire. • Increases the likelihood students will use the recognized behaviors and

skills in the future. • Decreases inappropriate behavior and therefore, reduces the need for

correction. • Enhances self-esteem and helps build internal locus of control



Tangible Reinforcers

$-%"1%6#-%#'33+':D/%"1%/7#""3B.*@-%9"/*6*4-%=-#'4*":%/899":6%*/%

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Creative Ways to Use “Tickets” • Set class or school goals • Write name on ticket and drop in a raffle box • Competition between grade levels • “Golden Tray” award for class receiving most

tickets during lunch • Chart and graphs of tickets earned (math) • Roaming trophy for the most tickets each

month; current class prepares celebration for the next class who receives

• Display tickets in hallway, outside classroom door

• Tickets traded for piece of string and made into a giant string ball for the entire school

• Post tickets on a bulletin board • Trade ticket for paper strip to make paper

chain around the school • Set a destination to “travel” to and learn

about; each ticket equals a mile toward the destination on a map

Figure 16



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Discussion: %\A93'*$%6#-%9':'33-3/%=-6.--$%:-*$1":7-+-$6%1":%'7'@-+*7;%':6*/6*7;%":%'6#3-6*7%9-:1":+'$7-%'$@%/"7*'3%=-#'4*":C%H#'6%':-%/"+-%*@-'/%1":%'%7:-'6*4-%/7#""3B.*@-%6'$(*=3-%/</6-+%*$%<"8:%/7#""3[%i".%+*(#6%<"8%*$7":9":'6-%<"8:%/7#""3%+'/7"6%":%"6#-:%/7#""3%6#-+-/%":%/3"('$/[%i".%7'$%<"8%8/-%6#-%.":D%(:"89%9:"7-//%6"%-$('(-%'33%/6'11%*$%6#-%@-4-3"9+-$6%"1%'%/7#""3B.*@-%6'$(*=3-%/</6-+%1":%<"8:%/7#""3[%

Tangible Reinforcers… • Help staff be accountable for recognizing student behavior and providing

specific positive feedback. • Provide all staff with an efficient and always-available system for providing

feedback and a reinforcer to any and all students. • Give faculty and support staff a tool to engage in a positive way with any

student in the school. • Can create a more positive culture in school where we are “all in this

together.” • Can give us a gross measure of the frequency of positive feedback

statements given; can help to guide staff to use higher rates of positive feedback.

• Are a universal sign to students that they have performed the expected behaviors.

• Should be easy to distribute with minimal, if any, writing required. The easier and quicker to award to students displaying the expected behavior, the better.

• Tangible “tickets” can be turned in and counted toward class, grade or school goals, activities or tangible items on the school-wide menu.

Figure 17



Missouri Middle School Cardinal Card Procedures Respectful • Responsible •Ready • Safe

Why is Missouri High School Focusing on Having Students Earn Cardinal Cards?

• To increase student use of respectful, responsible, ready, and safe behaviors. • To focus on positive social interactions between staff and students. • To help us all be more positive this school year.

Who Awards Cardinal Cards? • All staff will be supplied with Cardinal Cards each day to award any student who is

being Respectful, Responsible, Ready and Safe.

Who Can Receive a Cardinal Card? • Cardinal Cards are earned by individual students who are using behaviors that

reflect being Respectful, Responsible, and Ready. • Cardinal Cards can be earned for being Respectful, Responsible, Ready and Safe

anywhere in the building and at any time. What Do Staff Say When They Award a Cardinal Cards?

• The most important thing to remember about the Cardinal Cards is to provide the student specific, positive feedback about how they are being Respectful, Responsible, Ready, Safe learners. For example: “Wow, Fred, you are being respectful of others by walking quietly in the hall. Because you are using our hallway expectations, you have earned a Cardinal Card.” “Ethel, thanks for remembering to push in your chair and clear off your table. You are showing respect for the cafeteria help as well as students that will follow you. You’ve earned a Cardinal Card for respect.”

What Do Students Do When They Receive a Cardinal Card? • Students write their name and grade on the back of the Cardinal Card. • Students take their Cardinal Cards to their class office and put in the bucket.

What Will Happen With the Cardinal Cards? • At the end of the month, office helpers will count the Cardinal Cards from each

class office and post the number earned on a main office bulletin board. • Every month there will be a drawing from all Cardinal Cards earned that month for

individual prizes as well as privileges for each class. Names will be posted near each class office.

• Students whose Cardinal Card is posted can take it down and turn it into the secretary for their prize.

What Are Some Other Things to Consider About Cardinal Cards? • Cardinal Cards can be earned but not lost. This is a positive system Once earned

they are the student’s property. If correction is needed, do so; but do not take cards away.

• If students ask for a Cardinal Cards kindly say something like: “I know you will get a Cardinal Cards soon. All students can earn them. Staff determine when to award.”

• If you suspect “forgery” of Cardinal Cards, contact your School-wide PBS team representative.

• If you need more Cardinal Cards, contact Suzy Cue.

Who Will Answer My Questions About Cardinal Cards? • Your SW-PBS Team representative or any member of the SW-PBS Team.

Example



A Menu of Reinforcers

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)"%-$/8:-%6#'6%:-*$1":7-:/%+--6%/68B@-$6%*$6-:-/6%'$@%$--@/;%<"8%+'<%/*+93<%.'$6%6"%'/D%/68@-$6/%.#'6%6#-<%1*$@%+"6*4'6*$(%'$@%*$4"34-%6#-+%*$%93'$$*$(%6#-%+-$8C%5%4':*-6<%"1%:-*$B1":7-/%1":%/68@-$6/%.#"%P/--D;Q%'/%.-33%'/%6#"/-%.#"/-%9:-1-:-$7-%*/%6"%P'4"*@%":%-/7'9-Q%':-%3*/6-@%=-3".C%^"6*7-%6#'6%6#-/-%'3/"%*$738@-%:-*$1":7-:/%6#'6%':-%-'/*3<%":%:-'@*3<%8/-@%/"%'/%6"%9:"B4*@-%1:-L8-$6%'$@%*++-@*'6-%:-*$B1":7-+-$6;%.#*3-%"6#-:/%':-%3':(-:%'$@%."83@%=-%8/-@%+":-%*$6-:+*66-$63<C

Activities or Privileges

Seekers Avoiders • Special lunch or play time with a friend • Lunch with preferred adult • Helper (teacher, office, janitor) • Extra time doing preferred activity • Special game at recess • Participate in PBS Assembly • Extra recess • Extra computer time • Game of choice • Ticket to school event (dance, party,

sporting event) • Preferred cafeteria seating • Be “line leader”

• Extra computer time (avoid class time) • 1 homework pass per semester • Front of the lunch line pass • Additional free time • Extra library time • 1 tardy pass (up to 5 minutes late) • Stay inside during recess

H%



Social Attention Seekers Avoiders

• Winks, thumbs up, smiles • Positive feedback • Work with a friend of choice • Time to visit or walk with a friend • Preferential seating • Positive phone call or email home • Meet with principal (or preferred adult) • Photo on school bulletin board • Special lunch or play time with a friend • Lunch with parent, principal, preferred

adult • Featured in PBIS video/skit • Tutor, assist younger class • Monthly or quarterly award (improved

attendance, on-time to class) received in front of class/school

• Respect, Responsible, Caring Party • Positive card or letter sent home • “Goal Achieved” award for improvement

in personal social behavior • “Glad You Are Here” for perfect

attendance

• Lunch in private area with preferred peer or staff

• Extra computer time • Extra time to read • Pass out of assembly • Leave class 5 minutes early • Letter home for improved behavior

Tangible Items

Seekers Avoiders • School-wide “Ticket” • Items from class or school store • Stickers • “Fast pass” for lunch line • School supplies • School t-shirt • Food coupons • Candy, soft drinks • Gift cards • Discounted yearbook or parking tag • Ticket to school event (dance, party,

sporting event) • Preferred parking

• Certificate to go to library instead of assembly

• Certificate to stay inside during recess

Adapted from: Lane, K.L., Lakberg, J.R. & Menzies, H.M. (2009)



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%%%

%

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!!!

Missouri Middle School Menu of Reinforcers

The below list of reinforcers includes those that can be used immediately in response to student appropriate behavior as well as some that are used periodically or are more long-term in nature. Select the reinforcer that best matches the effort required by the student and their individual interests. Also consider if they are “seekers” or “avoiders.”

• Winks, thumbs up, smiles, etc. (individuals and groups)

• Positive feedback (individuals and groups)

• School-wide ticket–Cardinal Card (individuals; see guidelines for use)

• Special activities or privileges: (individuals or groups, where appropriate, for worthy effort) - Preferential seating - Lunch with adult of choice - Free time - Computer time - “Fast Pass” for lunch line - Tardy pass - Homework pass (only one per quarter) - 5 minute early dismissal

• Coupon for 25% off at school store (individuals for worthy effort)

• Positive phone call, note, or email home (individuals; significant improvement)

• Class party (popcorn or treat; spontaneous celebration for group improvement, e.g. no tardies for a week, all homework turned in on time, etc.)

• Goal Achieved certificate (improvement in difficult personal social behavior)

• Progress Report (individuals for improved attendance, on time to class; turned into office for inclusion in announcements and grade reports)

• Quarterly letter for perfect attendance (sent to parents)

!

Example



Activity:

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Possible Menu or Reinforcers

Item Social Attention, Activity or Privilege, Tangible

Notes/Discussion

!



Encouragement for Staff and Families

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%%

Ideas for Encouraging Staff and Families Staff Families

• Award or recognition for efforts given during faculty meeting

• Recognition during an assembly • Featured in PBIS video/skit • Ticket to school event (play, sporting

event) • Preferential parking spot • School t-shirt • Gift cards • Lunch delivered • Special dessert • Restaurant coupon • Positive note from peer or administrator • Free yearbook • Car wash coupon • Movie pass • Released from duty (bus, recess,

lunchroom, hallway • Principal teaches class for one hour • Pass to leave work early of arrive late

• Their student featured in newsletter, bulletin board, website

• Positive phone call or note from school • Featured in PBIS video/skit • Ticket to school event (play, sporting

event) • Bumper sticker for car • Postcard sent home regarding student’s

exemplary behavior • School t-shirt

%%%

%

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Monitoring the Use of Positive Feedback

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%Frequency and Type of Student Interactions

Teacher: Observer:

Date: Time: Activity:

Attention to Positive, Appropriate Student Behavior

Attention to Negative, Inappropriate Student Behavior

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Ratio of Interactions: attention to positives: attention to negative

Notes:

Figure 18

Adapted from Sprick, R., Knight, J. Weinke,W., & McKale, T. (2006) %%

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encouraging expected behavior-chapter...

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