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
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
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10
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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
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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
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)
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
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
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 Systems
Holland HeightsSpecial Lunch Table for
Class with Enough TicketsLincoln ParkIce Cream Treat
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
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
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
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.