U i R d i hiUsing Rewards withinSchool wide PBISSchool-wide PBIS

Rob Horner Steve GoodmanUniversity of Oregon Michigan Department of EducationUniversity of Oregon Michigan Department of Education

PurposesDefine the challenge faced in many schools as they consider the use of rewards.Share research foundationProvide examples of reward use at all gradeProvide examples of reward use at all grade levels

Handout: “Rewards”

Start where we all agreeOur goal is to create a learning environment where students are engaged and successful.

Schools should teach, support, and encourage t d t t b “ lf ”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 beyondthey learn in school to life experiences beyond school.

“Rewards” definedA presumed positive event/activity/object

Contrast with “reinforcer” which is change in behavior as a result of contingent delivery of abehavior as a result of contingent delivery of a consequence.

For “positive reinforcement” the event “is” positiveFor positive reinforcement the event is positiveFor “reward” the event is presumed to be positive.

Main MessagesR d f f b ildiRewards are a core feature of building a positive school culture.R d k diffRewards make a difference

Initial behavior changeSustained behavior change (Doolittle 2006)Sustained behavior change (Doolittle, 2006)

Rewards can be used badlyBut they do NOT inhibit intrinsic motivationBut they do NOT inhibit intrinsic motivation

Rewards can be used effectively in all school contexts.contexts.

The Challenge“I h l h f d i b“In our school the use of rewards is seen by several faculty members as:”

E iExpensiveTime consuming/ effortfulUnnecessarUnnecessary

“they should know how to behave by now”

Inappropriatepp p

“Rewards are fine for elementary school but are ineffective and inappropriate in middle or high school.”

The ChallengeTh f d ill d “i i iThe use of rewards will damage “intrinsic motivation” and actually result in reduction of desired behaviorsdesired behaviors.

“ l h h d l l ’“…although rewards can control people’s behavior …the primary negative effect of rewards is that they tend to forestall selfrewards is that they tend to forestall self-regulation.”

Deci et al., 1999 p. 659, p

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

ExamplesConcerns you have encountered,

Personally, orWith Colleagues

What is the empirical foundation?Harlow, Harlow & Meyer (1950)

Rhesus monkeysWould solve problems (puzzles) without obtaining rewards (no food, water, etc).Presumption was that problem solving wasPresumption 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 taskPhase 1: Observe time spent on taskPhase 2: Reward half the group for workingPh 3 Ob ti t k ( d )Phase 3: Observe time on task (no rewards)

Research SimulationSimulation of Intrinsic Reward Studies

Control Reward

8090

100

Task

506070

f Tim

e on

T

10203040

Amou

nt o

f

010

Phase 1 Phase 2 Phase 3

Since 1970C t l D b t O 100 E i i l St diConceptual Debate

Definitions of “intrinsic motivation”

“B h i t ll d b

Over 100 Empirical StudiesReiss & Sushinsky (1975; 1976)C & Pi 1994“Behavior controlled by

unprogrammed consequences” (Mawhinney et al., 1989)

Cameron & Pierce, 1994Deci, Koestner & Ryan, 1999Cameron, Banko & Pierce, 2001Four different conceptual

modelsOverjustificationC iti E l ti

2001------------------------------Lepper, Keavney, & Drake, 1996Cognitive Evaluation

Mind-body dualismHedonistic definition

1996Akin-Little, Eckert, Lovett & Little, 2004Reiss 2005Reiss, 2005

What do we know?B l b t h t d fi “ d”Be clear about what you define as a “reward”

We can use rewards badlyWe can use rewards badlyIf rewards are delivered ambiguouslyIf what we deliver is not a “reward” from the learner’s perspective (Reward as Punisher)perspective. (Reward as Punisher)If partial rewards are delivered when full reward is expected/ promised (Reward as Punisher)R l f tti d t h i l i lRules for getting a reward create physiological pressure (Reward as Punisher)If large rewards are delivered briefly and then withdrawn completelycompletely

What do we know?R d ff i h dRewards are effective when used:

To build new skills or sustain desired skills, withcontingent delivery of rewards for specific behavior andcontingent 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 formeta analysis indicates no evidence for detrimental effects of reward on measures of intrinsic motivation.”

Cameron, Banko & Pierce, 2001 p.21

What do we know?“F hi h i k b l d“For high-interest tasks, verbal rewards are found to increase free choice and task interest. This finding replicates”This finding replicates

Cameron and Pierce, 1994; Deci et al., 1999).

“When tasks … are of low initial interest, rewards increase free-choice and intrinsicrewards increase free choice, and intrinsic motivation…”

Cameron, Banko & Pierce, 2001 p.21

What do we know?th t h i d i t i i ti ti…programs that show increased intrinsic motivation

are those programs that incorporate the elements of good, comprehensive behavioral intervention:

Relatively immediate reinforcementGeneralization strategiesIndividualized InterventionIndividualized Intervention

“The implication is that any blanket rejection of programmed reinforcement is entirelyprogrammed reinforcement … is entirely unwarranted.”

Akin-Little, Eckert, Lovett, Little, 2004 p. 358

What do we know?“N i ff f d d d h“Negative effects of rewards are produced when rewards signify failure or are loosely tied to behavior.” (e.g. “Darin, you got half the work donebehavior. (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, 1978Feingold & Mahoney, 1975Mawhinney, Dickenson & Taylor, 1989Vasta, Andrewss, McLaughlin & Stripe, 1978

Current Research conducted within Educational Contexts

V t & Sti 1979 B h i M difi tiVasta, & Stirpe…1979 Behavior Modification

Feingold & Mahoney 1975Feingold & Mahoney, 1975

Roanne, Fisher & McDonough 2003 JABA

Flora & Flora 1999.C ll t d t d d i l t h lCollege students ..rewarded in elementary school

Akin-Little & Little 2004 JBE

Feingold and Mahoney, 1975 Behavior Therapy : Five Second Graders

Baseline 1 Reward Baseline 2 Baseline 3

Mean Total

Follow-up showed rates higher than either BL

Mean TotalResponses

ExpGroup

Rate after reward was higher than in Baseline

Baseline Rewards BL2 Follow upExperimental Baseline Rewards BL2 Follow upp

Group

Ten 3rd and 4th

grade studentsgrade students

MeanNumber of

Rate during Follow up was higher than either Baseline

PagesCompleted

Baseline Rewards BL2 Follow upS bj t 6 Baseline Rewards BL2 Follow upSubject 6

Number ofPages

Completed

Baseline Reward Baseline Follow-upSubject 8Subject 8

Initial Drop, but rapid recovery as

Number ofPages

Completed

recovery as fluency developed

Completed

Flora and Flora o d oPsychological Record, 1999

171 d d t t Y t St t U i it171 undergraduates at Youngstown State University

Did they participate in “Book it” in elementaryDid 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?book it or parent rewards affect reading? Measure of “intrinsic motivation”

Fl & Fl Eff t f "B k it" St d t R diN 107 Flora & Flora: Effect of "Book it" on Student Reading

Decrease No Effect Increase

N = 107

100

ts

60

80

f Stu

dent

40

ortio

n of

0

20

Prop

0Amount Read Enjoyment Learning to Read

& ff f SFlora & Flora: Effect of "Parent Pay" on Student Reading

Decrease No Effect IncreaseN = 51

100

s

60

80

Stu

dent

40

60

ortio

n of

0

20

Prop

o

0Amount Read Enjoyment Learning to Read

Flora and Flora ResultsWomen read more and omen had higher “intrinsicWomen read more, and women had higher “intrinsic motivation”

“N i h b i i f d i h i i d“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 maywill 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. 3o a & o a 999 p. 3

Amount Read Amount ReadDecrease No Effect Increase Decrease No Effect Increase

Enjoyment EnjoymentDecrease No Effect Increase Decrease No Effect Increase

Decrease No Effect Increase Decrease No Effect IncreaseHelp to Learn to Read Help to Learn to Read

Decrease No Effect Increase Decrease No Effect Increase

107 College Students who had been in “Book it” 51 Parents of Students in “Book it”

Flora & Flora 1999

“What the Worlds Greatest Managers Do Differently”ki h ff ll-- Buckingham & Coffman 2002, Gallup

Interviews with 1 million workers, 80,000 managers, in 400 companies.

C t ki i t h lCreate working environments where employees:1. Know what is expected2. Have the materials and equipment to do the job correctly3. Receive recognition each week for good work.4. Have a supervisor who cares, and pays attention5 Receive encouragement to contribute and improve5. Receive encouragement to contribute and improve6. 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 importantlike their jobs are important8. See the people around them committed to doing a good job9 l lik h l i hi ( i b )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”ki h ff ll-- Buckingham & Coffman 2002, Gallup

Interviews with 1 million workers, 80,000 managers, in 400 companies.

C t ki i t h lCreate working environments where employees:1. Know what is expected2. Have the materials and equipment to do the job correctly3. Receive recognition each week for good work.4. Have a supervisor who cares, and pays attention5 Receive encouragement to contribute and improve5. Receive encouragement to contribute and improve6. 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 importantlike their jobs are important8. See the people around them committed to doing a good job9 l lik h l i hi ( i b )9. Feel like they are learning new things (getting better)10. Have the opportunity to do their job well.

SummaryW l d i k b i dWe place students at great risk by not using rewards.

Th l i th t d d tlThe claims that rewards are dangerous are vastly over-stated

Rewards can create reduction in desired behavior, especially when (a) delivered globally, (b) delivered p y ( ) g y ( )in a manner that creates physiological pressure, or (c) when a lesser level of reward is provided (e.g. punishment)punishment).

ExamplesReward the “behavior” not the “person”

Not good: “you are selected as student of the week, congratulations?

Good: “You were working hard, on-task and gquiet during independent seat work…that is respectful of others trying to get their work d i j b ”done… nice job.”

ExamplesUse reward systems that have multiple effects:

Reward for Student AReward for the students who saw Student A be recognizedReward for all students in Student A’s class

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

L Hi hLow High

Predictable 1 2 3 4 5Predictable 1 2 3 4 5

1 2 3 4 5Consistent 1 2 3 4 5

P i i 1 2 3 4 5Positive 1 2 3 4 5

Safe 1 2 3 4 5

ExamplesSchool-wide

Classroom

Individual Student

Faculty/staff

School wide formalSchool-wide formal recognitionsrecognitions

• Rewards that are more public in presentation

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

School-wide Acknowledgement Plan (cont.)

C it i d fi itiCriteria definitionWho is eligible, how often award is delivered, how many students receive awardyShould be implemented consistentlyStrict criteria are needed for more public awards (student of month) Looser criteria for awards distributed at higher rate (recess tickets)

PresentationPresentationLocation and form in which award is presentedSchool assembly, classroom, privatelyy, , p y

DisseminationBulletin boards, newsletters, parent letters

Title“Self-Manager”

CriteriaSatisfactory gradesFollow school rulesNo discipline referralsClass work completed

School-wide Acknowledgement

Class work completedFive staff signatures (for example, teacher, teaching assistant)Students listed in office for all staff to reviewAcknowledgement

Plan: Example #1 more f

PresentationMonthly award assembly

Awardformal system Button

PrivilegesIn hallways without passEarly lunchEarly lunchSelf-manager lunch tableEarly release (1-2 min. max) from class when appropriatepp p

DisseminationHonor list in classroomParent notes

Title“Gotcha”

School-wide

CriteriaDemonstration of school-wide

t d b h iSchool wide Acknowledge Plan:

expected behaviorPresentation

Individual staff memberExample #2 less formal

t

Individual staff memberAward

Sign in the honor roll log at officesystem g gStickerMonthly raffle at awards assembly

DisseminationSigned awards log kept at office (name and room number)(name and room number)

Special Certificates

Posted on Riverton Elementary y

WebsiteJolman Elementary

Portage Community HS Woodward ElementarySt d t f M thStudent of Month:Add social component to selection criteria

g y

Schoolwide Public Feedback on Following Behavior ExpectationsFollowing Behavior Expectations

CelebrationsLincoln Park:

Monthly rewards forCelebrations Monthly rewards for students earning 4

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

Loftis Elementary M L King ElementaryLoftis Elementary• December- Snacks, prizes, awards• January- Movie and popcorn

M. L. King ElementaryCelebration dance

Many schools use a ticket system• Tied into school

expectations Jose R. L.M.

• Specific feedback on student’s behavior

• Provides visible acknowledge of appropriate behavior for student

• Helps to remind staff to provide acknowledgements

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• 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 p g ,piece of the tie they cut, and a certificate.

Raffle System

Bad Axe IntermediateDaily DrawingSpecial Lunch Seatingp gInvite 3 Friends

Daily Pick of the Pridethe Pride

Raffle System

Cl R d S tClassroom Reward SystemsProcedures to reward behavior for entire classProcedures to reward behavior for entire class

Classroom Reward SystemsClassroom Reward Systems

Holland HeightsSpecial Lunch Table for

Class with Enough TicketsLincoln Park Class with Enough TicketsIce Cream Treat

Classroom Reward Systems

GoalProviding VisualVisual

Feedback

Bad Axe Intermediate

5 - Principal reads story10 - First class at lunch15 - 10 min. of extra gym time20 - Extra recess25 - Movie and treat

O h d ViOrchard View Early Elementary

I di id l St d t R dIndividual Student Reward SystemsSystems

As a component of Targeted or IntensiveAs a component of Targeted or Intensive Individualized Behavior Support System

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

Staff Reward SystemyProcedures to encourage staff participation and g p pimprove consistency of implementation

Rewarding Staff BehaviorShare Data with Staff

Beach staff recognition lunch

Franklin staffFranklin staff acknowledge each

other

Oakland Schools certificate of training

Parchment Central staff celebration

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

Visual reminders for staff

Computer Printed stickersPrinted stickers

Tickets and pen St k f ti k t

Make it easy to use rewardson lanyard Stacks of tickets

glued on edge

Parent/TeacherParent/Teacher Association provided teacher name stamps

Reward tickets andReward tickets and criteria on lanyard

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

Make it easy to track rewardsrewards

Getting students involved

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

Acquiring back- In one school, 8th grade language arts students write

up rewards community organizations for support of reward program

Community Sponsor

Thank You Note

Acquiring back-up rewardsq g p

Some schools use items that students noSome schools use items that students no longer want:

• Students are asked to bring gin various items that might be discarded but in good shape (e g toys from fastshape (e.g., toys from fast food kid’s meals)

• Other students can they “purchase” these with the tokens earned by following the school rulesthe school rules

Institutionalized MemoryPBS Handbook: Includes reward proceduresp

Milwood Middle School

Central High School

Lincoln Park Office Scrapbook

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

Schools Implementing Rewardsp g

80%90%

100% n = 11 n = 14 n = 31

60%70%80%

20042005

30%40%50% 2005

20062007

0%10%20%

0%1 2 3

CohortA. Campbell

Reward AuditReward Audit

SummaryRewards are effective when

Tied to specific behaviorsDelivered soon after the behaviorAge appropriate (actually valued by student)Delivered frequently Gradually faded awayy y

School-wide Acknowledgement Plan (cont.)C it i d fi itiCriteria definition

Who is eligible, how often award is delivered, how many students receive awardhow many students receive awardShould be implemented consistentlySt i t it i d d f bliStrict criteria are needed for more public awards (student of month) Looser criteria for awards distributed at higher rate (recess g (tickets)

PresentationLocation and form in which award is presentedSchool assembly, classroom, privatelyy, , p y

DisseminationBulletin boards, newsletters, parent letters

RewardAudit

Name Criterion for Earning

How Delivered

Consistentwith School

ImpStatusAudit Earning School-

wideFormal School-wide

“Quick” School-wide

Classroom

Individual Student Start HereStudent

Staff

Start Here

Sustaining Strategy: How to inform new staff and substitutes

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 1884(3), 182-188.

Schoowide “Quick” AcknowledgementsMetzler, C. W., Biglan, A., Rusby, J. C., & Sprague, J. R. (2001). Evaluation of a

h i b h i t t i h l id iti b h icomprehensive 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 onresearch 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 SystemsLewis, 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 b h i t P h l i th S h l 39(2) 181 190behavior 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.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 SystemyMetzler, 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 SystemS J W lk H G ll A Whi K M D R & Sh T (2001) T l iSprague, 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.