Using Rewards within School-wide PBIS

1. Using Rewards withinSchool-wide PBIS Rob Horner Steve Goodman University of Oregon Michigan Department of Education

2. 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”

3. 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.

4. “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.

5. 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.

6. 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.”

7. 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

8. 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

9. Examples • Concerns you have encountered, • Personally, or • With Colleagues

10. 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”

11. 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)

12. Research Simulation

13. 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 Since 1970

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. Feingold and Mahoney, 1975 Behavior Therapy : Five Second Graders Baseline 1 Reward Baseline 2 Baseline 3 Follow-up showed rates higher than either BL Mean Total Responses Exp Group Rate after reward was higher than in Baseline

21. Experimental Group Ten 3rd and 4th grade students Baseline Rewards BL2 Follow up Rate during Follow up was higher than either Baseline Mean Number of Pages Completed

22. Baseline Reward Baseline Follow-up Subject 8 Initial Drop, but rapid recovery as fluency developed Number of Pages Completed

23. 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”

24. N = 107

25. N = 51

26. 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

27. “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.

28. “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.

29. 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).

30. 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.”

31. 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

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

33. Examples • School-wide • Classroom • Individual Student • Faculty/staff

34. School-wide formal recognitions Rewards that are more public in presentation More distant in time from demonstration of behavior and presentation of reward

35. 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

36. 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

37. 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)

38. Special Certificates

39. Student of Month:Add social component to selection criteria Posted on Riverton Elementary Website Jolman Elementary Woodward Elementary Portage Community HS

40. Schoolwide Public Feedback on Following Behavior Expectations

41. Lincoln Park: Monthly rewards for students earning 4 C.R.E.W. tickets in the month. Celebrations • Loftis Elementary • December- Snacks, prizes, awards • January- Movie and popcorn • M. L. King Elementary • Celebration dance

42. Schoolwide “quick” acknowledgementsRewards that are quickly presented in the presence of the behavior

43. 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

44. Tickets used in Raffle System

45. Cutting the Principal’s Tie Green Meadow Elementary • 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

46. Bad Axe Intermediate Daily Drawing Special Lunch Seating Invite 3 Friends Daily Pick of the Pride Raffle System

47. Classroom Reward Systems Procedures to reward behavior for entire class

48. Classroom Reward Systems Holland Heights Special Lunch Table for Class with Enough Tickets Lincoln Park Ice Cream Treat

49. Goal Classroom Reward Systems Providing Visual Feedback

50. Bad Axe Intermediate CLASS PASS 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