1. Behavior & Social Skills Positive Reinforcement Strategies for Classroom Implementation

2. “These are indeed perilous times. Our young people are rebelling against established authority. They are indifferent to convention and no longer neat in appearance. They are openly disobedient to their parents. If these are to become our future leaders, there is indeed little hope for the world.” Socrates, 469-399 B. C.

3. Money System Students get a “paycheck” every month Students have “bills” to pay every month Desk rent Teacher services Students must pay “fines” for breaking the “rules” Late work No supplies Blurting out Students may cash in their money periodically for prizes

4. “Cardinal Card” Bingo 123 456 789

5. When students receive a “Cardinal Card” for being “caught” doing something good, they get to draw a number. The corresponding number on the Bingo board is marked with an X. When a row is filled, the class earns a reward. The board is erased and a new game begins. After a period of time, the matrix should increase in size (4x4 then 5x5). This will reduce the frequency of rewards.

6. Pick a Card Each student is assigned a suit from a deck of cards. When a student complies with a specific behavior, the student removes the top card from the deck. If it matches his or her assigned suit, a small reinforcer is given.

7. Chart Moves Uses dot-to-dot pictures that interest the student. Each time a reinforcement is earned, the student is allowed to connect another dot on the chart. He/she earns a prespecified reward each time a reward dot (colored or circled) is reached. Each day the student’s first or last chart move may be dated, so that a student’s daily progress can be automatically recorded as the chart is used.

8. Chart Moves

9. The distance (or number of chart moves) between the special reward dots will vary depending on the frequency needed for reinforcement. The positive reinforcement can be gradually faded by putting more distance between reward dots. Variation: Earn a puzzle piece at each reward dot. When the puzzle is complete, the student earns the positive reinforcement.

10. Reward Spinners The spinner is divided into sections of various sizes. Each section represents a different positive reinforcer, with “higher” value reinforcers (e.g., 15 minutes of free time) given a smaller slice of the spinner. Spinners can stand alone or be partnered with the Chart Moves system. If used with Chart Moves, the student earns a spin on the spinner when a reward dot is reached.

12. Mystery Motivator The name of the reinforcer is written on a slip of paper, sealed in an envelope, and displayed in a prominent position. Randomly mark reinforcement days with a small colored X on a monthly calendar. To start with, place a number of X’s in a row to keep interest high then fade the X’s as appropriate. Cover all of the squares individually with removable stickers, tape, mini Post-it Notes, etc.

13. Mystery Motivator Build the anticipation of discovering what positive reinforcer is inside the envelope. For each day a student meets the criteria for the day, he/she can remove the covering to see if an X is revealed. The positive reinforcement can be a reward for one student or used as a whole class system.

14. Grab Bag Several items of varying values are wrapped and placed in a bag. Without viewing the contents, an item may be removed from the bag when a reinforcement is earned. Can be used as the Mystery Motivator reinforcer. Instead of using a slip of paper, an actual item is placed inside the bag and earned when an X is revealed. Can be used in conjunction with the Reward Spinner system, with the title “Grab Bag” written on one of the sections of the spinner.

15. “Yes” and “No” Bag Some cards are programmed with a smiley face and the word “yes”. Other cards are programmed with a frown and the word “no”. Students can earn “yes” or “no” cards depending upon their behavior. The cards are put into an opaque bag. Periodically, drawings are held. If a “yes” card is drawn, the predetermined positive reinforcement is awarded. If “no” is drawn, no reward is given.

16. Implementing the “Sure I Will” Program Based upon an idea that if a student verbally responds to a teacher’s request with “Sure I Will” (or another appropriate phrase), then he/she is less likely to be noncompliant. In a sense, the “Sure I Will” response interferes with noncompliance.

17. Implementing the “Sure I Will” Program The “Sure I Will” program is used with precision requests. The student must respond to a teacher’s “Please” request with “Sure I Will” and start the behavior before the teacher issues the second request with the word need (“Now I need you to…”). If the student waits, he/she is not rewarded.

18. Implementing the “Sure I Will” Program The student’s “Sure I Will” response should always be socially rewarded by the teacher. The student may also be rewarded randomly with a tangible reward such as academic points or a small toy.

19. Implementing the “Sure I Will” Program The “Sure I Will” program can best be used with teams and a group contingency by following these steps: a) Each classroom team has a special response (e.g. “Sure I Will”, “No Problem”, “Right Away”, etc.) b) The teacher selects a secret number each day that is unknown to the students (i.e., One day it is 20, then 15, then 19.) and writes it down on a piece of paper.

20. Implementing the “Sure I Will” Program c) The team’s names are posted on the blackboard. d) The teacher makes a tally by each team’s name when a team member responds with his/her team’s verbal response and begins the behavior. e) When the program first starts, the teacher should be liberal in recording marks for the teams. However, after several days the teacher should only accept genuine efforts or sincere responses.

21. Implementing the “Sure I Will” Program f) At the end of each day, the teacher announces the secret number. If the number of a team’s marks is the same or bigger than the secret number, the team gets to participate in a class reward. g) If a team’s number of marks is less than the secret number, they continue to do what is normally scheduled at that time of the day.

22. Using Mnemonics… FAST Strategy

23. FFreeze and Think What is the problem? Can I state the problem in behavioral terms?

24. FAST Strategy AAlternatives What could I do to solve the problem? List possible alternatives.

25. FAST Strategy SSolution Which alternatives will solve the problem in the long run? Which are safe and fair? Select the best long-run alternative.

26. FAST Strategy TTry It How can I implement the solution? Did it work? If this particular solution fails to solve the problem, return to the second step and pick another alternative that might solve the problem.

27. Using Mnemonics… SLAM Strategy

28. SStop Stop whatever you are doing.

29. SLAM Strategy L Look Look the person in the eye.

30. SLAM Strategy A Ask Ask the person a question to clarify what he or she means.

31. SLAM Strategy M Make Make an appropriate response to the person.

32. Remember… Proper management of classroom behavior and social skills helps to improve student success!!