The Why and How of Acknowledgement

2014 Wisconsin PBIS Leadership ConferenceSession B1

Marla Dewhirst marla.r.dewhirst@gmail.com

Shannon Young, Principal and CounselorEnrich, Excel, Achieve Learning Academy

syoung@wausauschools.org 

Rebecca Gerow, CounselorCrandon School District

gerowreb@sdofcrandon.com

Definition of Positive Acknowledgement:

Positive acknowledgement is the presentation of something pleasant or rewarding immediately following a behavior. It makes that behavior more likely to occur in the future, and is one of the most powerful tools for shaping or changing behavior.

• Preview the need for acknowledgements of the classroom and how they tie into the school-wide acknowledgement plan.

• Understand why we acknowledge appropriate behavior.

• Generate classroom examples of incentives to utilize.

Objectives of

Session

Links to Keynote

Acknowledgement System The purpose of an acknowledgement

system is to: Foster a welcoming and positive

climate Focuses staff and student attention

on desired behaviors Increases the likelihood that

desired behaviors will be increased. Reduces the time spent correcting

student misbehavior

Human Behavior is Functional

• It serves a purpose• The result or consequence of the behavior

affects the future occurrence of that behavior

• Effective strategies will be used more often than ineffective strategies

• Problem behavior can be more efficient than appropriate behavior

• Inappropriate behavior is serving a function for each individual

Human Behavior is Predictable

• Environmental conditions can set up, set off, or maintain problem behavior

• This environmental factor serves as a predictor or antecedent for the behavior

• If the misbehavior works to gain a consequence that supports the persons goal, it is likely to be continued

• By looking for the antecedents and consequences problem behavior can become predictable

Human Behavior is Changeable

Strategies can be put in place to reduce the problem behavior and to increase appropriate behavior.

Make the problem behavior • Irrelevant – no need• Inefficient – replacement behavior serves

the same function• Ineffective – behavior does not lead to the

desired consequence

Why Use Acknowledgements? Reinforce the teaching of new behaviors

Harness the influence of kids who are showing expected behaviors to encourage the kids who

are not

Strengthen positive behaviors that can compete with

problem behavior

Prompt for adults to recognize behavior

Why Use Acknowledgements? Encourage school-wide behaviors to be displayed in the future

Improve our school climate

Create positive interactions and rapport with students

Overall, we earn time back to teach and keep kids in the classroom where they can learn from us!

Every time any adult interacts with any student, it is an instructional moment!

Rationale-What Does 5 Positives to 1 Negative Mean? Students should experience predominately

positive interactions (ratio of 5 positives for every negative) on all locations of school.

Positive Interactions=• Behaviorally specific feedback as to what the student

did right (contingent)• Smile, nod, wink, greeting, attention, hand shake,

high five (non-contingent) Negative Interactions=

• Non-specific behavioral corrections• Ignoring student behavior (appropriate or

inappropriate)

How Does 5 to 1 Happen?

All Staff are expected to: Interact in a friendly, supportive manner at all times---students,

parents, guests and colleagues Initiate positive interactions by:

• Making eye contact• Smiling nodding, winking• Welcoming• Offering a greeting• Asking if assistance is required• Provide positive feedback regarding appropriate student

behavior• Maintain an attitude of respect and support, even when

correcting student behavior

5 : 1 Ratio, It’s not Just for Kids

Business Teams:• High Performance = 5.6 positives to 1negative• Medium Performance = 1.9 positives to 1 negative• Low Performance = 1 positive to 2.7 negatives

Losada, 1999; Losada & Heaphy, 2004

Successful Marriages:– 5.1 positives to 1 negative (speech acts) and – 4.7 positives to 1 negative (observed emotions)

Gottoman, 1994

Gottman Information

• Predicted whether 700 newlywed couples would stay together or divorce by scoring their positive and negative interactions in one 15-minute conversation between husband and wife. Ten years later, the follow-up revealed that they had predicted divorces with 94% accuracy. Marriages that last:

o 5.1 to 1 for speech acts and 4.7 to 1 for observed emotions

Marriages likely to end in divorce:o 1 positive to 1.3 negative ratio likely to end up in

divorce

15

SYST

EMS

PRACTICES

DATASupportingStaff

Behavior

Supporting

DecisionMaking

SupportingStudent Behavior

STUDENT OUTCOMES

Social Competence & Academic Achievement

Practices-How Staff Interact with StudentsDefine:

*3-5 school-wide expectations*Classroom managed vs. office referred

behaviorTeach/Pre-correct

*Behaviors like we teach academics with Cool Tools

*In the moment reminders/redirection*Pre-correct to “get” expected behavior

Model:*Adults practice what we preach*Students practice what we teach

Acknowledge:Immediate, intermittent, long-term

reinforcements for expected behaviors to ensure future compliance

Re-teach:*Consequences for non-compliance*Review of expected behavior*Addition of needed behavioral/academic

supports

Components of Acknowledgement Plans

Immediate/High frequency/Predictable/TangibleDelivered at a high rate for a short period while teaching

new behaviors or responding to problem behaviorName behavior and tie back to school-wide expectation

upon deliveryExamples: “Caught Being Good”, “Lincoln Loot”, “Titan

Bucks”, positive referrals, points for privilege levels – turned in for tangible/non- tangible prize

Intermittent/UnexpectedBring “surprise” attention to certain behaviors or at

scheduled intervalsUsed to maintain a taught behaviorExamples: Raffles, special privileges, principal random call

Long-term CelebrationsUsed to celebrate/acknowledge accomplishmentALL kids, all adultsExamples: Quarterly activities: popcorn party, class movie,

class field day

Guidelines for Use of

AcknowledgementsReinforcements are for every student inthe classroom, regardless of where theyfall in the PBIS triangle.Over time, move from:

• other-delivered to self-delivered (extrinsic vs. intrinsic motivation)

• Highly frequent to less frequent• Predictable to unpredictable• Tangible to social

Adapt to data analysis feedback: “boosters”

Individualize for students needing greater support systems

Effective Environments---Critical FactorsResearch conducted in the work environment (Buckingham and

Coffman2002) , identified the following critical factors as positivelycontributing to an effective classroom. • Educators, Students and Parents:

– Know what is expected– Know curriculum and instruction in place to get good

learning outcomes– Receive recognition for demonstrating expectations– Have a co-worker who cares and pays attention.– Receive encouragement to contribute and improve– Can identify someone they “relate to”– Feel the mission of the class makes their efforts

worthwhile– See staff and students committed to doing a good job– Feel they are learning new things and getting better– Have an opportunity to learn and teach

Example Strategies to Acknowledge Appropriate Behavior• Examples:

– Verbal praise– Thumbs up, high five– Token Economy– Notes/phone calls home or to principal– Student of the hour/day/week– Special privileges earned through group contingency

Acknowledging Appropriate BehaviorEffective strategies are…

Clear and specificContingent on desired behaviorApplied immediatelyTeacher initiatedFocus on improvement and effortProvided frequently during acquisitionFade as skill develops Avoid comparison/competition across childrenSincere and appropriate for student’s ageIncludes hierarchy of alternatives

Specific and Contingent Praise

• Praise should be…– …contingent: occur immediately

following desired behavior– …specific: tell learner exactly

what they are doing correctly and continue to do in the future

• “Good job” (not very specific)• “I like how you are showing me

active listening by having quiet hands and feet and eyes on me” (specific)

Establish a Continuum of Strategies to Acknowledge

Appropriate BehaviorSpecific and Contingent

Praise

Group Contingencies

Behavior Contracts

Token Economies

Acknowledgement of Appropriate Behaviors

Specific and Contingent Praise-Make eye contact and use behaviorally specific language. Provide immediate feedback and acknowledge appropriate behavior often.

Group Contingencies All for one-If entire class completes work on time they all get 10 minutes free time. One for all-Students divided into groups. Groups earns points, and group with most points wins reward. To each his/her own-Independent Group Contingency-everyone who earns points receives a reward.

Utilize Behavior Contracts (group or individual) Token Economy that can be based on how school

reward system operates.

Group Contingency 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)

Small Group Contingency• 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.)

Team competition promotes higher interest and participation

Can promote unhealthy competitionGroup may not have equal chance for success

(may need to change the groups periodically)

Example: Small Group ContigencyMrs. Robinson’s class is divided into 4 groups.Example 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.Example 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). Example C The 2 groups receiving the highest number of

tokens for the day participate in the game (receive a reward).

Behavioral Contracts• A written document that specifies a contingency

for an individual student or in this case…whole class

• Contains the following elements:– Operational definition of BEHAVIOR– Clear descriptions of REINFORCERS– OUTCOMES if student fails to meet

expectations – Special BONUSES that may be used to increase

motivation or participation.

Establishing a Token Economy• Determine and teach the target skills• Select tokens• Identify what will be back-up reinforcers• Identify the number of tokens required to receive

back-up reinforcers• Define and teach the exchange and token

delivery system• Define decision rules to change/fade the plan• Determine how the plan will be monitored• **Consider randomly delivering rewards**

Tips for Using Tangible TokensTIPS:

– 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

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.• Provide visual prompts in all settings• Include information and encouraging messages on

daily basis• Select criteria for earning rewards 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.

Classroom Continuum of StrategiesFree & Frequent

Intermittent Strong & Long Term

Verbal PraiseSmileStickersRubber StampsThumbs upHome Notes

Token Economy Phone CallsSpecial PrivilegesComputer TimeSocial/Free TimeSpecial Seat

Group ContingencyField TripSpecial ProjectRecognition Ceremonies

Acknowledgement System Self-CheckAs you develop your acknowledgement system make

sure you check for the following: 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 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

Reinforcing Behaviors

• It is important to only reinforce behaviors which are observable and measureable.

• Clearly state the expectation –– Example: Students who are quietly

standing in line, facing forward, keeping their hands and feet to them self

– Non-Example: Students ready for lunch

Guidelines

• Reward demonstration of school-wide expectations (contingent)

• Avoid trying to motivate by withholding incentives

• Avoid taking away incentives already earned

• Should target all students

When Selecting Reinforcers. . .Remember: Not everyone is

reinforced by the same rewardTry to personalize the reinforcers by

offering varietyRotate through different reinforcers

so options vary throughout the year

Tangible Reinforcements• Pair tangible reinforcers with praise

statements.• Pairing tangibles with verbal praise

gradually teaches students to become motivated by praise alone.

Types of Reinforcers

SensoryNaturalMaterial

Generalized Social

Sensory ReinforcersSensory reinforcers are things you can hear, see, smell, or touch:o Listen to musico Sit in special chairoHold a stuffed animal/toyoChoose a posteroWatch a movie

Natural Reinforcers

Natural reinforcers are things students like to do/ask to do during free time:

oPlay a gameoRead a bookoFree time with a friendoPlay a sportoBe in charge of materialsoPut up a bulletin board

Material ReinforcersMaterial reinforcers work for

studentswho require immediate

reinforcement in smaller amounts:

oStickersoMaterials: pencils, pens, paper, bookmarksoTrading cardsoMovie TicketsoFood couponso Juice drinks

Generalized Reinforcers

Generalized reinforcers work for students who can delay gratification, as the reinforcer is exchanged for an item of value at a later time:

o Raffle ticketso Tokenso Poker chipso Points/credits

Social Reinforcers Social reinforcers should be paired

with other types of reinforcers when students are first learning new

skills:oSmileoWinkoComplimentoEffective praiseoProximity

Sample Interaction Activity

Thank you, Mary, for picking up the trash

on the floor. Because you demonstrated

responsibility, which is one of our expectations, I want to acknowledge

you with a Beary Good Slip. Good job!

– Describe what the student did right– Explain how the behavior relates to the

expectation– Verbally link the behavior with the

reinforcer

Low Cost Reinforcers• Positive parent telephone contacts

with students present• Coupons (purchased with established

numbers of tokens) for the following:– Extra P.E. (Music, Art, Computer)– Sit by a friend for a class period– Use teacher’s chair at student’s

desk– Sit at teacher’s desk– Lunch with teacher-once a month– Earned activity period for a

preferred activity– Early release pass

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

School District of CrandonCrandon Elementary School

Jamee Belland, PrincipalRebecca Gerow, School Counselor

Crandon Elementary School❖500 students 4K-5❖Two Native American Tribes❖Entering 4th year Universal level

Cardinal Cash ❖ Staff give Cardinal Cash to students displaying

appropriate behavior

Cardinal Cart❖ Purchase items with Cardinal Cash❖ In a central location ❖ Teacher stocks the cart every morning❖ Support staff volunteer to manage cart❖ Some items kept in the classroom for

purchase

Students can put their Cardinal Cash in a classroom bucket for a weekly drawing and write their name on the classroom Cardinal PRIDE 100s chart.

Cardinal PRIDE

When the classroom 100s chart is filled, students earn a short 10-15 minute acknowledgment chosen by the teacher or the class. The classroom also earns a Gold Coin. Examples: ❖Extra Recess (teacher supervised)❖Dance Party❖Popcorn during reading❖Lunch in the classroom❖Special Theme Day: PJ, hat, socks, sunglasses, slippers, etc.

Classroom-Wide

School-WideThe entire school is acknowledged when the 100’s Chart in the Elementary Lunchroom is full. Gold Coins❖ Good behavior.

Blue Coins❖ Weekly attendance rate of 96 % or higher

Red Coins❖ Two classroom 100’s chart for academics.

Weekly Assembly❖ Weekly student and staff winners are drawn❖ VIP Recess Tub❖ Classrooms earning a coin announced❖ Monthly winners are drawn on the first Monday

of each month

“All for One” Group Contingencies

The Golden Lunch Tray❖ Each week the principal picks a winning K-2 and a winning

3-5 classroom Acknowledging whole group behavior in the classroom❖ Marbles and Links❖ Keep it simple❖ Eat lunch in the classroom

Attendance Acknowledgements❖ Perfect Attendance (No tardies and no absences) ❖ Outstanding Attendance (Gone 2 days or less)

➢ Quarterly acknowledgement➢ Get announced/name in paper ➢ Pie in the face➢ Duct tape the principal

Staff Acknowledgements❖ Weekly

➢ Reserved parking spot➢ Coffee Coupon➢ Jeans for free a day

❖ Randomly➢ Staff drops

Helpful Tips❖ Acknowledgement system run by someone other

than the internal coach❖ Utilize support staff❖ Divide maintenance task among ALL staff❖ Have someone seek out donations❖ Have go-getters on the team

Enrich, Excel, Achieve Learning Academy

6-12 Charter SchoolWausau School District

Preparation Respect Integrity Determination Excellence

Core Values

Parfaits have layers and so does our plan! The focus behaviors all the time are work

completion and development of core values. Everything points back to these two facets. There are multiple incentives and ways to

acknowledge the behavior we want to see.

It’s like a parfait…

Consistency among staff

PRIDE

PBIS at EEA

Clear Consistent (this is critical) Taught regularly and then re-taught

Expectations

Feedback on work Tickets if the student

wants them (that can be redeemed in our store)

Slip for demonstrating core values

Benefits for getting required work done per day◦ Shortens the school day

by one hour

Benefits for getting more than the required amount of work done◦ Can shorten the day by

one more hour Benefits for perfect

attendance (individual) Benefits for all school

attendance End of semester

drawings

Acknowledge in many ways

Acknowledgements

Credit slips are posted as students finish credit

The students completing the most work are acknowledged with a “You rock”. This is posted on the classroom door and in the main shared area.

Bells are rung every time a student completes a credit.

More acknowledgements…

Even more acknowledgements

Everyone on the same bus Moving in the same direction PBIS is more about “training” the adults! Consistency is critical in our

acknowledgement plan, not just in addressing misbehavior.

Consistency

All-school (for the sake of building community)

Some for smaller groups ◦ Attendance◦ Credit completion◦ Work completion ◦ For a variety of goals, whether school wide or by

the room

Celebrations

In addition to SWIS, track what is important to you. For us it’s daily work completion and attendance.

Data

Frequently Asked Question#1

Shouldn’t children this age already know what is expected of them and how to behave?

Behavior that is acknowledged is more likely to occur again.

Behavior that is ignored is less likely to be repeated.

No good behavior should be taken for granted or it may decline.

Frequently Asked Question#2

Praising feels unnatural. Won’t kids think it sounds phony?

The more you praise, the more natural it will feel.

If you praise appropriate behaviors that truly happened, there is nothing phony about it.

Kids who get praise will tend to praise others.

Frequently Asked Question#3

Isn’t Praise Manipulative and Coercive?The purpose of praise is to reinforce

and increase positive behavior with the student’s knowledge.

Praise helps clearly describe expectations so that students can successfully meet them.

Frequently Asked Question#4

Isn’t giving a reward like bribing students to do what you want them to do?

A bribe attempts to influence or persuade someone to produce a desired behavior that hasn’t yet happened.

A reward reinforces a desired behavior that has already happened.

Frequently Asked Question#5

Won’t students come to depend on tangible rewards? Don’t extrinsic rewards decrease intrinsic motivation?

Tangible rewards should be accompanied with social rewards.

When a message that recognizes a student’s efforts as being responsible for success is given with a reward, internal motivation will actually be strengthened.

Frequently Asked Question #6

Shouldn’t rewards be saved for special achievements?

By acknowledging only the “big” behaviors, adults send the message that every day behaviors of courtesy, responsibility, and respect are not important.

Small steps on the way to achievement need to be recognized.

Frequently Asked Question #7

Do students in middle and high school still need acknowledgement?

People of all ages, including adults, need to be recognized and acknowledged for their efforts.

Students of all ages need recognition, praise, and rewards particularly during the difficult transition of adolescence.

Acknowledgements• Book-Best Behavior: Building Positive Behavior Supports in

Schools. Sprague & Golly, 2004. www.sopriswest.com• PDF-LRBI Checklist: Positive Reinforcement. Utah State Office

of Education: Least Restrictive Behavior Interventions (LRBI) Resources. www.usu.edu/teachall/text/behavior/LRBIpdfs/Positive.pdf

• PPT-Acknowledgement Systems: Catch ‘em being Good by Chris Borgemeier, PhD. Portland State University www.web.pdx.edu/~cborgmei

• PPT-Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Reward Systems, Florida’s Positive Behavior Support Project

• PPT-Effective Classroom Practice: Strategies to Acknowledge Appropriate Behavior-Center for PBS, College of Education, University of Missouri

References• Brophy, J. (1998). Motivating Students to Learn. Boston: McGraw Hill. • Conroy, M. A., Sutherland, K. S., Snyder, A., Al-Hendawi, M. & Vo, A. (2009). Creating a

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• Evertson, C. M., Emmer, E. T. & Worsham, M.E. (2003). Classroom Management for Elementary Teachers. Boston: Pearson Education.

• Freiberg, J., Stein, T., & Huan, S. (1995). Effects of a classroom management intervention on student achievement in inner-city elementary schools. Educational Research and Evaluation, 1, 36-66.

• Good, T. & Brophy, J. (2000). Look Into Classrooms. Boston: Allyn & Bacon.• IRIS Center, Research to Practice Instructional Strategies. Nashville: Vanderbilt University.• Johnson, T.C., Stoner, G. & Green, S.K. (1996). Demonstrating the experimenting society

model with classwide behavior management interventions. School Psychology Review, 25(2), 199-214.

• Kern, L., Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75.

• Newcomer, L. (2007, 2008). Positive Behavior Support in the Classroom. Unpublished presentation.

• Shores, R., Gunter, P., & Jack, S. (1993). Classroom management strategies: Are they setting events for coercion? Behavioral Disorders, 18, 92-102.

• Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for Research to practice. Education and Treatment of Children, 31(3), pp. 351-380.

Resources:

• www.pbis.org• www.wisconsinpbisnetwork.org• www.missouri.org• http://flpbs.fmhi.usf.edu• www.modelprogram.com• www.phillipmartin.info