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Module 3 Acknowledgement Systems Section 3: Token Economies

Module 3 Acknowledgement Systems Section 3: Token Economies. Wisconsin’s Framework for Equitable, Multi-level Systems of Supports. EQUITY is a central part of Wisconsin’s framework. This brief video clip provides an introduction to culturally responsive classroom management.

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Module 3 Acknowledgement Systems Section 3: Token Economies

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  1. Module 3 Acknowledgement Systems Section 3: Token Economies

  2. Wisconsin’s Framework for Equitable, Multi-level Systems of Supports EQUITY is a central part of Wisconsin’s framework. This brief video clip provides an introduction to culturally responsive classroom management. • Additional resources: • More about Wisconsin’s framework • More about Equity: Wisconsin’s Model to Inform Culturally Responsive Practices

  3. This Module is Specifically Connected to These Key Features:

  4. Objectives and Outcomes Know and Understand: The best practices for using tangible and social reinforcers to supplement the classroom acknowledgement continuum Do: Develop a continuum of reinforcers/acknowledgements

  5. Connection to Tiered Fidelity Inventory: 1.8 1.8 Classroom Procedures: Tier 1 features (school-wide expectations, routines, acknowledgements, in-class continuum of consequences) are implemented within classrooms and consistent with school-wide systems. *Evidence exists showing 80% of staff are implementing all 4 features and there is a formal, written policy.

  6. Token Economies: A Caution Safety Review Tool

  7. What the Research Says A review of the research shows that token economies are an evidence-based strategy for improving student functioning in the class setting. (Maggin, Chafouleas, Goddard, & Johnson, 2011)

  8. Token Economies • Target skills • Select tokens • Back-up reinforcers • Number of tokens • Exchange and token deliver • Decision rules • Plan for monitoring

  9. Four Types of Reinforcers Brainstorm:15 min Activity Warm Up: Carousel Brainstorm

  10. Activity 3.6A: Continuum of Reinforcers • Using the chart in Activity 3.6A, categorize the reinforcements that you currently use. • Reflect with your small group: • Is there one area that you use more or less than others? • Critique for the following: • Spectrum of high and low effort to use • Cultural responsiveness • Expense (time and money) • Equal access • Discuss any changes you want to make. Individual: 5 min Pair share: 5-10 min The materials for this activity can be found in Resource Packet for Module 3: Acknowledgement Systems

  11. Pulling It All Together It’s time to think about creating a continuum using several types of contingent attention.

  12. Frequency of Reinforcers Use everyday Award occasionally Quarterly or yearlong

  13. Skill Development Model Haring and Eaton Instructional Hierarchy (1978)

  14. Classroom Continuum of Strategies

  15. Classroom Continuum of Strategies

  16. Activity 3.6B: Create Your Continuum Complete your own continuum of acknowledgment strategies. Within your small group: • Explain your system for awarding the reinforcements. • Critique for the following: • Simplicity • Cultural responsiveness • Expense (time and money) Individual: 10 min Pair share: 10 min The materials for this activity can be found in Resource Packet for Module 3: Acknowledgement Systems

  17. Consider Culturally Responsive Practice • Student voice in design of visuals • Student voice in the menu of tangibles • Some individual choice in picking an option from a menu of tangibles Review your continuum. Where can you use student voice? View 2 minute VABB video clip

  18. Check Your Understanding Which are guidelines for an effective acknowledgement system? (Click on each statement to reveal answer) TRUE • An effective acknowledgement system involves frequent, intermittent, and long term reinforcers. • Clear criteria are given for earning reinforcers. • Token economies are considered a trauma-sensitive practice. FALSE FALSE • Tokens are given frequently when skills are mastered. TRUE • You need to have reinforcers that have value for all students. TRUE

  19. Self-Reflection Checklist • Complete the Self-Reflection Checklist items for this section of the module. • Identify one or two areas that you would like to improve. Reflection The checklist for this activity can be found in Resource Packet for Module 3: Acknowledgement Systems

  20. Making the Most of Your Learning: Use KASAB! Knowledge Relationship Building Through CR TSS: Chapter 11 Cognitive Problem Solving Trauma Sensitive Safety Review Tool Missouri VideoTangible Rewards Attitude/Aspirations Is the use of token economies aligned with your belief systems around the use of tangible reinforcers? Skills Family input on reinforcers Behavior Use PLC’s for support Peer observations

  21. Wrapping Up: Twin Circles Identify 2 – 3 takeaways you will put into place when you return to the classroom.

  22. Acknowledgements Evertson & Emmer (2008). Classroom management for elementary teachers (8th Edition). Boston, MA: Allyn and Bacon. Kern, L. & Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75. Learning Forward (learningforward.com) Missouri School-wide Positive Behavior Support (pbismissouri.org) Newcomer, L. (2008). Positive behavior support for the classroom, unpublished presentation. Wisconsin Department of Education’s School Mental Health Project Wong, H. K. & Wong, R.T. (2005, 4th Ed.) The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications.

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