positive behavioral interventions & support and acknowledging
TRANSCRIPT
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Positive Behavioral Interventions &
Support Module 4: Encouraging
and Acknowledging
Appropriate Behavior
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Ohio PBIS Training
Modules
Module 1 Introduction to PBIS
Module 2 Developing Clear School-wide
Expectations
Module 3 Teaching Behavior Expectations
Across All Settings
Module 4 Encouraging and Acknowledging
Desired Behavior
Module 5 Discouraging Problem Behavior
Module 6 Data-Based Decision-Making
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Learning
Objectives
Module 4: Encouraging and
Acknowledging Appropriate Behavior
• Describe your building or district’s current model of
encouraging appropriate behavior
• Develop a systematic, proactive plan for encouraging
appropriate behavior for your building or district
• Explore resources to assist in developing a systematic
plan for encouraging appropriate behavior for all students
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Putting the “P” in PBIS:
Supporting Appropriate Behavior
After desired behavior has been defined,
modeled, and taught explicitly, educators need
to develop consistent building-wide strategies
for encouraging appropriate behavior.
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Considerations for
Encouraging
Positive Behavior
Two-pronged approach:
Proactive: Create an environment that increases
likelihood of desired behavior
Responsive: Reinforce instances of desired
behavior when they happen
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prevention creates more positive than
negative consequences
Reinforcement
(success)
Punishment
(failure) 4 : 1
Scott, 2002
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Some “Food” for Thought…
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Checkpoint: Current Practice
What is our current system for
reinforcing student behavior?
– How long does a student have to
work before being acknowledged?
– Do all students have the opportunity
to be reinforced?
– Which behaviors do we reinforce?
– Which behaviors do we expect but
not reinforce?
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Considerations for
Encouraging Positive
Behavior
• Use least amount necessary (“K.I.S.S.”)
• Approximate and/or pair with natural reinforcers
whenever possible
• Routine, systematic, and consistent: Pre-planned and
taught
• Address students’ basic needs
• Acknowledgement, attention, belonging, generosity,
competence, nurturing, purpose, stimulation/change
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Effective Praise...
•Is specific
•Has variety
•Is genuine/credible
•Attributes success to both effort and ability
•Orients self-competition by relating accomplishment
to student’s own prior accomplishments
•Provides information on value of accomplishment
•Does not interrupt flow of student work
Brophy, 1981
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A Few Words about
Verbal Feedback
Feedback is one of the most effective influences on learning (Hattie, 2010).
Use specific, concrete feedback connected to building expectations
• It was responsible of you to bring that note back.
• Thanks for making the safe choice to use walking feet.
• I like how friends are respectful of each other by listening when someone has something to say.
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“Gotcha’s” or “Caught Being Good”
• Physical token or note
• Given when desired behavior is observed
• Typically reference school-wide expectations, school
mascot/logo, or both
• Can be given as a direct form of reinforcement (e.g.,
sticker)
• Can be collected to “buy” secondary reinforcers, or
used as raffle tickets to win bigger reward/privilege
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Positive Peer Reporting: “Tootling”
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Children are encouraged to look for positive behavior
among classmates
• Give tokens (“tootles”) to a peer
• Draw/write about observed behavior
Teacher shares slips at specified times (e.g.,
before/after lunch, beginning/end of day, calendar or
class meeting time)
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Reinforcers for Encouraging
Positive Behavior
•Verbal feedback
•Stickers
•Recognition, Certificates
•Grades
•Displaying student work
•Game
•Tangible Rewards
•Field trip
•Nonverbals: smiles, winks,
etc.
•Free-reading time
•Privileges
•Behavior Contracts
•Humor
•Coupons for Restaurants
•Food
•Power of Choice
•Special Activities
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Thunder Power
Points
Elementary Middle
High
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OF THE WEEK
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Link to Countryside “Rocks” Reward Invoice Form
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Note: The highlighted column offers reward alternatives suggested for students
who may not want to participate in the planned activity. These are optional, and
templates and/or directions will be placed in the workroom.
Month Theme
Date(s)
Continent Reward(s) Notes
September World Cup October 1st-5th
Europe Soccer Leaf
rubbings/collage Individual classrooms
October Day of the Dead
November 2nd
North America Dodgeball
Paper skull
masks or
sugar skulls
School-wide
November Kwanzaa
December 3rd – 7th
Africa Board game competition *We will have a cart of games to
sign out in workroom
Potato Stamps Individual classrooms
December Winter Wonderland Friday, December 14th
Antarctica Happy Feet (movie) Playing on TVs school-wide
Paper snowflakes Individual classrooms
Spinning Hills Middle School PBS Monthly Reward Schedule
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CAUTION: Make sure your reinforcers are truly
“reinforcing!”
POP QUIZ:
What is the only way to know whether a student is responding positively to a reinforcer?
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CAUTION: Make sure reinforcers are truly
“reinforcing!”
Appropriate
Student behavior
INCREASES
Teams will need to monitor the use of encouraging reinforcers to
ensure that they are having the intended effect at the building,
classroom, and individual student level.
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Where can we find more ideas?
Gotcha Resources
Booster activities
“Gotcha” ideas
Lesson plans
Jackpot! Reward Finder
(Online Positive
Reinforcer Database)
No Salt, No Sugar, No Money
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Don’t Forget to Reward STAFF!
Staff recognition lunch
Certificate of training
Acknowledgement & kudos
Celebrate success!
Share data with staff
And finally…
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If you are going to use a token system, have you considered…
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What is our current system for reinforcing student
behavior?
How long does a student have to work before being
acknowledged?
Do all students have the opportunity to be reinforced?
Which behaviors do we reinforce?
Time
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education.ohio.gov
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Social Media
@OHEducation
ohio-department-of-education
Ohio Families and Education
Ohio Teachers’ Homeroom
OhioEdDept
storify.com/ohioEdDept
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