1. Using Rewards within School-wide PBIS
Rob Horner Steve Goodman
University of Oregon Michigan Department of Education

2. Purposes
Define the challenge faced in many schools as they consider the use of rewards.
Share research foundation
Provide examples of reward use at all grade levels
Handout: “Rewards”

3. Start where we all agree
Our goal is to create a learning environment where students are engaged and successful.
Schools should teach, support, and encourage students to be “self-managers”
Student should not “depend” on rewards to behave well.
We want students to sustain and expand the skills they learn in school to life experiences beyond school.

4. “Rewards” defined A presumed positive event/activity/object
Contrast with “reinforcer” which is change in behavior as a result of contingent delivery of a consequence.
For “positive reinforcement” the event “is” positive
For “reward” the event is presumed to be positive.

5. Main Messages
Rewards are a core feature of building a positive school culture.
Rewards make a difference
Initial behavior change
Sustained behavior change (Doolittle, 2006)
Rewards can be used badly
But they do NOT inhibit intrinsic motivation
Rewards can be used effectively in all school contexts.

6. The Challenge
“In our school the use of rewards is seen by several faculty members as:”
Expensive
Time consuming/ effortful
Unnecessary
“they should know how to behave by now”
Inappropriate
“Rewards are fine for elementary school but are ineffective and inappropriate in middle or high school.”

7. The Challenge
The use of rewards will damage “intrinsic motivation” and actually result in reduction of desired behaviors.
“…although rewards can control people’s behavior …the primary negative effect of rewards is that they tend to forestall self-regulation.”
Deci et al., 1999 p. 659

8. National Education Association, 1991
“The expectation of reward can actually undermine intrinsic motivation and creativity of performance…A wide variety of rewards have now been tested, and everything from good-player awards to marshmallows produces the expected decrements in intrinsic motivation and creative performance…
Tegano et al., p. 119

9. Examples
Concerns you have encountered,
Personally, or
With Colleagues

10. What is the empirical foundation?
Harlow, Harlow & Meyer (1950)
Rhesus monkeys
Would solve problems (puzzles) without obtaining rewards (no food, water, etc).
Presumption was that problem solving was “intrinsically motivated”

11. Deci et al., 1971 (three studies)
College Students (doing puzzles, writing newspaper “headlines”)
Phase 1: Observe time spent on task
Phase 2: Reward half the group for working
Phase 3: Observe time on task (no rewards)

12. Research Simulation

13. Since 1970 Conceptual Debate Over 100 Empirical Studies
Definitions of “intrinsic motivation”
“Behavior controlled by unprogrammed consequences” (Mawhinney et al., 1989)
Four different conceptual models
Overjustification
Cognitive Evaluation
Mind-body dualism
Hedonistic definition
Over 100 Empirical Studies
Reiss & Sushinsky (1975; 1976)
Cameron & Pierce, 1994
Deci, Koestner & Ryan, 1999
Cameron, Banko & Pierce, 2001
Lepper, Keavney, & Drake, 1996
Akin-Little, Eckert, Lovett & Little, 2004
Reiss, 2005

14. What do we know? Be clear about what you define as a “reward”
We can use rewards badly
If rewards are delivered ambiguously
If what we deliver is not a “reward” from the learner’s perspective. (Reward as Punisher)
If partial rewards are delivered when full reward is expected/ promised (Reward as Punisher)
Rules for getting a reward create physiological pressure (Reward as Punisher)
If large rewards are delivered briefly and then withdrawn completely

15. What do we know? Rewards are effective when used:
To build new skills or sustain desired skills, with
contingent delivery of rewards for specific behavior, and
gradually faded over time.
Akin-Little, Eckert, Lovett, Little, 2004
“In terms of the overall effects of reward, our meta-analysis indicates no evidence for detrimental effects of reward on measures of intrinsic motivation.”
Cameron, Banko & Pierce, 2001 p.21

16. What do we know?
“For high-interest tasks, verbal rewards are found to increase free choice and task interest. This finding replicates”
Cameron and Pierce, 1994; Deci et al., 1999).
“When tasks … are of low initial interest, rewards increase free-choice, and intrinsic motivation…”
Cameron, Banko & Pierce, p.21

17. What do we know?
…programs that show increased intrinsic motivation are those programs that incorporate the elements of good, comprehensive behavioral intervention:
Relatively immediate reinforcement
Generalization strategies
Individualized Intervention
“The implication is that any blanket rejection of programmed reinforcement … is entirely unwarranted.”
Akin-Little, Eckert, Lovett, Little, p. 358

18. What do we know?
“Negative effects of rewards are produced when rewards signify failure or are loosely tied to behavior.” (e.g. “Darin, you got half the work done so you get half the reward.”)
Cameron, Banko & Pierce, 2001
These findings indicate that negative effects of reward do not persist over time when task performance is rewarded on repeated occasions.
Davidson & Bucher, 1978
Feingold & Mahoney, 1975
Mawhinney, Dickenson & Taylor, 1989
Vasta, Andrewss, McLaughlin & Stripe, 1978

19. Current Research conducted within Educational Contexts
Vasta, & Stirpe…1979 Behavior Modification
Feingold & Mahoney, 1975
Roanne, Fisher & McDonough 2003 JABA
Flora & Flora 1999.
College students ..rewarded in elementary school
Akin-Little & Little 2004 JBE

20. Feingold and Mahoney, 1975 Behavior Therapy : Five Second Graders
Baseline 1 Reward Baseline Baseline 3
Follow-up showed rates higher than either BL
Mean Total
Responses
Exp
Group
Rate after reward was higher than in Baseline

21. Baseline Rewards BL2 Follow up
Experimental
Group
Ten 3rd and 4th grade students
Baseline Rewards BL Follow up
Rate during Follow up was higher than either Baseline
Mean
Number of
Pages
Completed

22. Baseline Rewards BL2 Follow up
Subject 6
Baseline Rewards BL Follow up
Number of
Pages
Completed

23. Initial Drop, but rapid recovery as fluency developed
Baseline Reward Baseline Follow-up
Subject 8
Initial Drop, but rapid recovery as fluency developed
Number of
Pages
Completed

24. Flora and Flora Psychological Record, 1999
171 undergraduates at Youngstown State University
Did they participate in “Book it” in elementary school (pizza for reading)
In , 22 million elementary school students participated in “Book it”
Also asked if parents rewarded reading with money.
How much do they read, do they enjoy reading, did “book it” or “parent rewards” affect reading? Measure of “intrinsic motivation”

25. N = 107

26. N = 51

27. Flora and Flora Results
Women read more, and women had higher “intrinsic motivation”
“Neither being reinforced with money or pizza increased or decreased the amount that college students read, nor influenced their intrinsic motivation for reading.
Answers to direct questions about “Book it” … indicate that when a child is extrinsically reinforced for reading, the child will increase the amount read, enjoyment of reading may increase, and if they do not yet know how to read fluently, the program may help the child learn to read.”
Flora & Flora 1999 p. 3

28. Decrease No Effect Increase Decrease No Effect Increase Amount Read
Enjoyment
Enjoyment
Decrease No Effect Increase
Decrease No Effect Increase
Help to Learn to Read
Help to Learn to Read
107 College Students who had been in “Book it” Parents of Students in “Book it”
Flora & Flora 1999

29. “What the Worlds Greatest Managers Do Differently”
“What the Worlds Greatest Managers Do Differently” Buckingham & Coffman 2002, Gallup Interviews with 1 million workers, 80,000 managers, in 400 companies.
Create working environments where employees:
1. Know what is expected
2. Have the materials and equipment to do the job correctly
3. Receive recognition each week for good work.
4. Have a supervisor who cares, and pays attention
5. Receive encouragement to contribute and improve
6. Can identify a person at work who is a “best friend.”
7. Feel the mission of the organization makes them feel like their jobs are important
8. See the people around them committed to doing a good job
9. Feel like they are learning new things (getting better)
10. Have the opportunity to do their job well.

30. “What the Worlds Greatest Managers Do Differently”
“What the Worlds Greatest Managers Do Differently” Buckingham & Coffman 2002, Gallup Interviews with 1 million workers, 80,000 managers, in 400 companies.
Create working environments where employees:
1. Know what is expected
2. Have the materials and equipment to do the job correctly
3. Receive recognition each week for good work.
4. Have a supervisor who cares, and pays attention
5. Receive encouragement to contribute and improve
6. Can identify a person at work who is a “best friend.”
7. Feel the mission of the organization makes them feel like their jobs are important
8. See the people around them committed to doing a good job
9. Feel like they are learning new things (getting better)
10. Have the opportunity to do their job well.

31. Summary We place students at great risk by not using rewards.
The claims that rewards are dangerous are vastly over-stated
Rewards can create reduction in desired behavior, especially when (a) delivered globally, (b) delivered in a manner that creates physiological pressure, or (c) when a lesser level of reward is provided (e.g. punishment).

32. Examples Reward the “behavior” not the “person”
Not good: “you are selected as student of the week, congratulations?
Good: “You were working hard, on-task and quiet during independent seat work…that is respectful of others trying to get their work done… nice job.”

33. Examples Use reward systems that have multiple effects:
Reward for Student A
Reward for the students who saw Student A be recognized
Reward for all students in Student A’s class

34. Predictable Consistent Positive Safe
Action: Rate your school culture 1. Use a student perspective 2. Use a staff perspective
Low High
Predictable
Consistent
Positive
Safe

35. Examples
School-wide
Classroom
Individual Student
Faculty/staff

36. School-wide formal recognitions
Rewards that are more public in presentation
More distant in time from demonstration of behavior and presentation of reward

37. 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

38. 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
School-wide Acknowledgement Plan: Example #1 more formal system

39. 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)
School-wide Acknowledge Plan: Example #2 less formal system

40. Special Certificates

41. Student of Month: Add social component to selection criteria
Posted on Riverton Elementary Website
Jolman Elementary
Portage Community HS
Woodward Elementary
Student of Month: Add social component to selection criteria

42. Schoolwide Public Feedback on Following Behavior Expectations
The bottom left picture is from Mellen Elementary (U.P.) it is outside office and displays a container with “gems” added to container when student is “caught following rules”
The bootom right picture is from Loftis Elementary and is outside office. Letters represent first initial of teacher name. Students names are displayed for month- these are students who did not receive an office discipline referral.

43. Celebrations Celebration dance Lincoln Park: Loftis Elementary
Monthly rewards for students earning 4 C.R.E.W. tickets in the month.
Loftis Elementary
December- Snacks, prizes, awards
January- Movie and popcorn
M. L. King Elementary
Celebration dance

44. Schoolwide “quick” acknowledgements Rewards that are quickly presented in the presence of the behavior

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

46. Tickets used in Raffle System

47. Green Meadow Elementary
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.
Each CREW member is given tape to tape principal to wall
Raffle System

48. Daily Drawing Special Lunch Seating Invite 3 Friends
Bad Axe Intermediate
Daily Drawing
Special Lunch Seating
Invite 3 Friends
Daily Pick of the Pride
Raffle System

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

50. Classroom Reward Systems
Holland Heights
Special Lunch Table for Class with Enough Tickets
Lincoln Park
Ice Cream Treat

51. Classroom Reward Systems
Goal
Providing Visual Feedback
The bottom left picture is from Mellen Elementary (U.P.) it is outside office and displays a container with “gems” added to container when student is “caught following rules”
The bootom right picture is from Loftis Elementary and is outside office. Letters represent first initial of teacher name. Students names are displayed for month- these are students who did not receive an office discipline referral.

52. Orchard View Early Elementary
Bad Axe Intermediate
CLASS PASS
5 - Principal reads story
10 - First class at lunch
min. of extra gym time
20 - Extra recess
25 - Movie and treat
Orchard View Early Elementary

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

54. Behavior Education Program: Daily Progress Reports

55. Staff Reward System
Procedures to encourage staff participation and improve consistency of implementation

56. Rewarding Staff Behavior
Share Data with Staff
Beach staff recognition lunch
Franklin staff acknowledge each other
Parchment Central staff celebration
Oakland Schools certificate of training

57. “Keeping it going” and “Doing it better”
Sustainability
“Keeping it going” and “Doing it better”

58. Make it easy to use rewards
Visual reminders for staff
Computer Printed stickers
Tickets and pen on lanyard
Stacks of tickets glued on edge
Make it easy to use rewards

59. Parent/Teacher Association provided teacher name stamps
Reward tickets and criteria on lanyard
Write out class tickets for week, reward when appropriate, check whose name remains

60. Getting students involved
Make it easy to track rewards
Getting students involved
Five student names are selected from mug. These students then identify others who have followed the school rules.

61. Acquiring back-up rewards
In one school, 8th grade language arts students write community organizations for support of reward program
Community Sponsor
Thank You Note

62. Acquiring back-up rewards
Some schools use items that students no longer want:
Students are asked to bring in various items that might be discarded but in good shape (e.g., toys from fast food kid’s meals)
Other students can they “purchase” these with the tokens earned by following the school rules

63. Institutionalized Memory
PBS Handbook: Includes reward procedures
Milwood Middle School
Central High School
Lincoln Park Office Scrapbook

64. Criteria: 80% on EBS Survey and achieved (reward system) on TIC
Complete data for each on SWIS, TIC (Spring), Self Assessment- Survey (Spring)
A. Campbell

65. Reward Audit

66. Summary Rewards are effective when Tied to specific behaviors
Delivered soon after the behavior
Age appropriate (actually valued by student)
Delivered frequently
Gradually faded away

67. 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

68. Reward Audit Start Here Name Criterion for Earning How Delivered
Consistent with School-wide
Imp
Status
Formal
School-wide
“Quick” School-wide
Classroom
Individual Student
Staff
Sustaining Strategy: How to inform new staff and substitutes
Start Here

69. Selected Bibliography
Schoolwide Formal Recognitions
Metzler, C. W., Biglan, A., Rusby, J. C., & Sprague, J. R. (2001). Evaluation of a comprehensive behavior management program to improve school-wide positive behavior support. Education and Treatment of Children, 24(4),
Luiselli, J. K., Putnam, R. F., Sunderland, M. (2002). Longitudinal evaluation of behavior support intervention in a public middle school. Journal of Positive Behavior Interventions, 4(3),
Schoowide “Quick” Acknowledgements
Sprague, J., Walker, H., Golly, A., White, K., Myers, D. R., & Shannon, T. (2001).Translating research into effective practice: The effects of a universal staff and student intervention on indicators of discipline and school safety. Education and Treatment of Children, 24(4),

70. Classroom Reward Systems
Lewis, T. J., Powers, L. J., Kelk, M. J., & Newcomer, L. L. (2002). Reducing the problem behaviors on the playground: An investigation of the application of schoolwide positive behavior supports. Psychology in the Schools, 39(2),
Skinner, C. H., Williams, R. L., & Neddenriep, C. E. (2004). Using interdependent group-oriented reinforcement to enhance academic performance in general education classrooms. School Psychology Review, 33,
Lohrmann, S. & Talerico, J. (2004). Anchor the boat: A classwide intervention to reduce problem behavior. Journal of Positive Behavior Interventions, 6(2),
Individual Student Reward System
Metzler, C. W., Biglan, A., Rusby, J. C., & Sprague, J. R. (2001). Evaluation of a comprehensive behavior management program to improve school-wide positive behavior support. Education and Treatment of Children, 24(4),
Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York: The Guilford Press.
Staff Reward System
Sprague, J., Walker, H., Golly, A., White, K., Myers, D. R., & Shannon, T. (2001).Translating research into effective practice: The effects of a universal staff and student intervention on indicators of discipline and school safety. Education and Treatment of Children, 24(4),