1. Module 8 School-wide Reinforcement Systems

2. Session Objectives
Discuss issues surrounding motivation and positive reinforcement systems
Develop plans to implement a school-wide reinforcement system

3. What am I getting out of it?
Human behavior, including challenging and/or problem behavior usually happens for, and is maintained by, one or more of the following
Obtain something tangible
Obtain teacher attention or peer attention
Escape or avoidance of a non-preferred or aversive activity or task
Obtain a physiological, mental, or sensory stimulation of some kind

4. Expectancy X Value = Motivation

5. Motivation: True or False?
I am more intrinsically motivated…
when I believe I can succeed
when I am given choices
when I feel connected with other people
when I am emotionally involved in the topic or activity
when I feel I have more control over my successes or failures
when I know I have the skills I need
when others around me are positive, motivated or enthusiastic
when I am treated with dignity and respect
when I have hope
Each item will pop up individually when you click your mouse.
Instruct the group to answer true or false in “choral response”. Encourage them to respond with enthusiasm. Each item will pop up individually when you click the mouse allowing you to read one at a time and elicit their response.
You could also provide this as a “fill in the blank” handout, list the words in blue as a word bank at the bottom of the page. Have participants read silently and fill in the words before you facilitate the choral response.

6. Effective Reinforcement Systems
Clarify specific behaviors being targeted
Focus on the presence of responsible
behaviors versus the absence of irresponsible
behaviors
Reinforce “improvement” as well as “mastery”
Provide reinforcement that is meaningful
Provide opportunities for all students
Increase the ratios of positive to negative
interactions
Discuss the fact that many schools use the criteria of “no referrals” or “no tardies” as the target for earning the school-wide reward or privilege. Ask participants “what are the limitations of this as your criteria?”.
Focuses on the “don’t” behavior rather than building the behaviors you want to see.
Often ends up excluding the same students over and over. For students with “severe” behavior challenges, it may be nearly impossible to earn.
Students may have less “power” over the outcome if an adult interacts from an emotional framework.
School-wide systems based on referrals/tardies are often paired grading period schedules(6-9 weeks). For some students this will be too long.

7. Myths Students should know what is expected
Praise feels forced or unnatural
Rewarding behavior is coercive
Rewarding behavior is like bribery
Students become dependent on tangible rewards
We end up rewarding the kids with the most problem behavior – good kids don’t need this
Too expensive and time consuming
Middle and high school students don’t need it
Parents and families should be responsible – not teachers
Many of the items listed above are “values” or “beliefs” held by adults. In the world of conflict resolution, “values” and “beliefs” are often extremely hard to change. Each campus has to make their own decision about how they can successfully encourage/reinforce responsible behaviors. If tangible reinforcers are not an option, the relationships between students and adults will be even more important.
You may want to come up with your own anecdote that relates to each item.
Example:
As adults, we know that maintaining a healthy diet and weight are good for us in many ways. For the last 10 years, I needed to lose 25 pounds, but did not. Why? Wasn’t motivated enough yet. Just because students know what the rules are and that they would be better off if they followed all the rules, does not necessarily translate into behavioral change for many students.

8. “It’s Not if, but When!”
Sometimes opportunities to earn reinforcement or rewards can be provided to everyone, they just won’t get there at the same time. What is important is that they get there and experience success.
Structure/layer your reinforcement system to provide opportunity for “all” students to succeed.
Brainstorm some possible ideas/reinforcers where students could succeed at their own rate and use this type of system.

12. Put in newer pictures of reinforcment

13. First 9-Week Midpoint Celebration: Encouraging Appropriate Student Behavior
As part of their system for encouraging appropriate student behavior, Fort Sam Elementary students could earn Cougar Cash to participate in a picnic outside.

14. A Few Additional Tips Customize Provide variety Keep it simple
Evaluate effectiveness
Modify as needed
Implement – everyone
Reinforce/acknowledge adults

15. Module 8: Team Assignment
Discuss development of a school-wide reinforcement system or possible modifications to your current system
If you currently have a school-wide reinforcement system in place, determine it’s effectiveness
Based on your campus data, determine the specific behaviors you want to increase and reinforce
Handout 1: Team discussion guidance worksheet