www.wisconsinpbisnetwork.org/tie .html Tier 1/Universal Training The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this product and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material. F. Recognition System Developed
F. Recognition System Developed. 2013-2014. Module F: Establish Acknowledgement Program PBIS Implementation Goal 22. A system of acknowledgement has elements that are implemented consistently across campus - PowerPoint PPT Presentation
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www.wisconsinpbisnetwork.org/tier1.html
Tier 1/Universal Training
The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this product and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.
PBIS Implementation Goal22. A system of acknowledgement has elements that are implemented consistently across campus• The acknowledgement system guidelines and procedures are implemented
consistently across campus. Almost all members of the school are participating appropriately. (90-100% staff participation)
23. A variety of methods are used to acknowledge students• The school uses a variety of methods to acknowledge students (e.g. praise,
cashing in tokens/points). There should be opportunities that include tangible items, praise/recognition and social activities/events
24. Acknowledgements are linked to expectations• Acknowledgement is provided for behaviors that are identified in the
rules/expectations and staff members verbalize the appropriate behavior when giving acknowledgement
PBIS Implementation Goal (continued)25. Acknowledgements are varied to maintain student interest• The acknowledgement is varied throughout year and reflects students’ interests
(e.g. consider the student age, culture, gender, and ability level to maintain student interest.)
26. Ratios of acknowledgement/reinforcement to corrections are high• Ratios of teacher acknowledgement of appropriate behavior to correction of
inappropriate behavior are high (e.g., 4:1)27. Students are involved in identifying/ developing incentives• Students are often involved in identifying/developing incentives28. The system includes acknowledgement/incentives for staff/faculty• The system includes incentives for staff/faculty delivered consistently
“What the World’s Greatest Managers Do Differently”-- Buckingham & Coffman 2002, Gallup
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), and10. have the opportunity to do their job well.
Contingently delivered consequence (event, activity, object) associated with an increase in the future likelihood of a behavior in similar situations BUT…We need to assess to determine the need to increase or fade external reinforcement.We rarely wait to see the effect.We presume.
High Frequency/Predictable Delivered at a high rate for a short period
• Gotchas, Falcon Feathers, positive referrals, phone calls, High 5 Tickets, Caught Being Good, All Star Gotchas, Being Unusually Good, Gold Card and privileges
Families are acknowledged for various types of participation
• Golden gotchas for families for participation at school events and reinforcing and modeling expected school behaviors
1. Acknowledge behavior, not people.2. Include the student in identification of possible recognition.3. Use small recognitions frequently, rather than large recognitions infrequently.4. Embed acknowledgment in the activity/behavior you want to encourage.5. Ensure that recognition closely follows the behavior you want to encourage.6. Use acknowledgments that are natural to the context, developmentally appropriate, and easy to administer.7. Use many different recognitions - keep novel.8. Use recognition 5 times more often than negative consequences.9. Acknowledge progress steps toward desired behavior.10. Try to avoid rewarding inappropriate behavior (i.e., escape).
Remaining focused on the positiveProviding meaningful acknowledgments/recognitionsMaintaining consistency with all-staff utilization Tracking/assessing your acknowledgment system
Other Critical Elements1. Make sure that the acknowledgment system has diverse
opportunity.
a) Not all students value individual tokens or accomplishment, for these students ensure that there are “community based” opportunities available (e.g., earn chance to do something special with group of friends, classroom-based recognitions)
2. Place emphasis on social- or privilege-based acknowledgement, not necessarily MATERIAL things.
a) Social opportunities or privileges are more powerful, especially the older the students get and are easier for schools to plan for.
3. Student voice/choice/preference is considered in development of the system.
Other Effective StrategiesPositive family member telephone contact with students present
Community businesses – “Golden Ticket”
Coupons (purchased with established numbers of tokens):• Extra P.E., art, music• Board game day• Can use at a school carnival instead of money• No homework coupon (use with caution)• Free entrance into a sporting event/dance• Early release pass
Immediate/High Frequency In the moment, predictable(e.g., Gotchas, Paws, High Fives)
STUDENTS:
ADULTS:
High frequency for a short time when
first teaching desired behavior or
re-teaching identified problem behavior from data
ALL STUDENTS, ALL ADULTS
Redemption of high frequency (e.g., school store, drawings)
STUDENTS:
ADULTS:
At least monthly ALL STUDENTS, ALL ADULTS
Intermittent/Unpredictable (e.g., surprise homework completion treat, random use of gotchas in hallway)
STUDENTS:
ADULTS:
Maintaining a taught behavior (fading)
ALL STUDENTS, ALL ADULTS
Long-term School-wide Celebrations (school-wide not individually based)FOR: Ex: ODR reduction, school-wide target met for certain setting/behavior areaACTIVITY: (e.g., ice cream social, dance, game day)