Using Rewards withinSchool-wide PBIS

Rob Horner Steve GoodmanUniversity of Oregon Michigan Department of Education

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”

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.

“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.

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.

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.”

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

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., 1991 p. 119

Examples Concerns you have encountered,

Personally, or With Colleagues

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”

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)

Research SimulationSimulation of Intrinsic Reward Studies

0

10

20

30

40

50

60

70

80

90

100

Phase 1 Phase 2 Phase 3

Amou

nt o

f Tim

e on

Tas

k

Control Reward

Since 1970 Conceptual Debate

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

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

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

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, 2001 p.21

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, 2004 p. 358

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

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

Mean TotalResponses

ExpGroup

Baseline 1 Reward Baseline 2 Baseline 3

Feingold and Mahoney, 1975 Behavior Therapy : Five Second Graders

Rate after reward was higher than in Baseline

Follow-up showed rates higher than either BL

Baseline Rewards BL2 Follow up

MeanNumber of

PagesCompleted

Experimental

Group

Ten 3rd and 4th grade students

Rate during Follow up was higher than either Baseline

Baseline Reward Baseline Follow-up

Number ofPages

Completed

Subject 8

Initial Drop, but rapid recovery as fluency developed

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 1995-96, 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”

Flora & Flora: Effect of "Book it" on Student Reading

0

20

40

60

80

100

Amount Read Enjoyment Learning to Read

Prop

ortio

n of

Stu

dent

s

Decrease No Effect Increase

N = 107

Flora & Flora: Effect of "Parent Pay" on Student Reading

0

20

40

60

80

100

Amount Read Enjoyment Learning to Read

Prop

ortio

n of

Stu

dent

s

Decrease No Effect IncreaseN = 51

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

“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.

“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.

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).

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.”

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

Action: Rate your school culture1. Use a student perspective2. Use a staff perspective

Low High

Predictable

Consistent

1 2 3 4 5

1 2 3 4 5

Positive 1 2 3 4 5

Safe 1 2 3 4 5

Examples School-wide

Classroom

Individual Student

Faculty/staff

School-wide formal recognitions

• Rewards that are more public in presentation

• More distant in time from demonstration of behavior and presentation of reward

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

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 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)

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)

Special Certificates

Student of Month:Add social component to selection criteria Student of Month:Add social component to selection criteria

Posted on Riverton Elementary

Website

Posted on Riverton Elementary

Website

Portage Community HS Woodward Elementary

Jolman Elementary

Schoolwide Public Feedback on Following Behavior Expectations

CelebrationsCelebrations

Loftis Elementary• December- Snacks, prizes, awards• January- Movie and popcorn

M. L. King Elementary Celebration dance

Lincoln Park: Monthly rewards for students earning 4

C.R.E.W. tickets in the month.

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

Tickets used in Raffle System

Green Meadow ElementaryCutting 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.

Raffle System

Daily DrawingSpecial Lunch SeatingInvite 3 Friends

Bad Axe Intermediate

Daily Pick of the Pride

Raffle System

Classroom Reward SystemsProcedures to reward behavior for entire class

Classroom Reward Systems

Holland HeightsSpecial Lunch Table for

Class with Enough TicketsLincoln ParkIce Cream Treat

GoalGoal

Classroom Reward Systems

Providing Visual

Feedback

Bad Axe Intermediate

 

 

5 - Principal reads story

10 - First class at lunch

15 - 10 min. of extra gym time

20 - Extra recess

25 - Movie and treat

Orchard View Early Elementary

Individual Student Reward Systems

As a component of Targeted or Intensive Individualized Behavior Support System

Behavior Education Program:Behavior Education Program:Daily Progress ReportsDaily Progress Reports

Staff Reward System

Procedures to encourage staff participation and improve consistency of implementation

Rewarding Staff Behavior

Beach staff recognition lunch

Beach staff recognition lunch

Oakland Schools certificate of training

Oakland Schools certificate of training

Franklin staff acknowledge each

other

Franklin staff acknowledge each

other

Parchment Central staff celebration

Parchment Central staff celebration

Share Data with Staff

Share Data with Staff

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

Make it easy to use rewards

Visual reminders for staffVisual reminders for staff

Tickets and pen on lanyardTickets and pen on lanyard

Computer Printed stickersComputer Printed stickers

Stacks of tickets glued on edgeStacks of tickets glued on edge

Parent/Teacher Association provided teacher name stamps

Parent/Teacher Association provided teacher name stamps

Reward tickets and criteria on lanyardReward tickets and criteria on lanyard

Write out class tickets for week, reward when appropriate, check whose name remains

Write out class tickets for week, reward when appropriate, check whose name remains

Getting students involved

Five student names are selected from mug. These students then identify others who have followed the school rules.

Five student names are selected from mug. These students then identify others who have followed the school rules.

Make it easy to track rewards

Acquiring back-up rewards

Thank You Note

Community Sponsor

In one school, 8th grade language arts students write community organizations for support of reward program

In one school, 8th grade language arts students write community organizations for support of reward program

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

Institutionalized MemoryPBS Handbook: Includes reward procedures

Lincoln Park Office Scrapbook

Milwood Middle School

Central High School

Criteria: 80% on EBS Survey and achieved (reward system) on TIC

Schools Implementing Rewards

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1 2 3Cohort

Percent of Schools Meeting

Criteria

2004200520062007

n = 11 n = 14 n = 31

A. Campbell

Reward AuditReward Audit

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-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

RewardAudit

Name Criterion for Earning

How Delivered

Consistent with School-wide

ImpStatus

Formal School-wide

“Quick” School-wide

Classroom

Individual Student

Staff

Sustaining Strategy: How to inform new staff and substitutes

Start Here

Selected BibliographySchoolwide 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), 448-479.

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), 182-188.

Schoowide “Quick” Acknowledgements

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), 448-479.

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), 495-511.

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), 181-190.

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, 384-397.

Lohrmann, S. & Talerico, J. (2004). Anchor the boat: A classwide intervention to reduce problem behavior. Journal of Positive Behavior Interventions, 6(2), 113-120.

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), 448-479.

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), 495-511.