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Encouraging Expected Behavior
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MO SW-PBS Team Workbook
147
Encouraging Expected Behavior
Introduction to Encouraging Expected Behavior
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MO SW-PBS Team Workbook
Encouraging Expected Behavior
Terms Related to Encouraging Expected Behavior
Reinforcement–overarching term for a contingently delivered positive consequences associated with
an increased likelihood of future behavior; reinforcement can take many forms, most commonly
praise or positive feedback (social reinforcement), but also tangible reinforcement (tickets, tokens,
coupons, etc.), and activity reinforcers. The positive consequence is only a reinforcer when it serves
to strengthen or increase the use of the desired behavior; it is always based on the perspective of
the learner, not the intentions of the adult delivering the reinforcement.
Reward–something that reinforces a desired behavior, most often a preferred tangible/object or
activity; often used interchangeably with “reinforcement,” but has acquired a controversial tone and
misconstrued as bribery.
Positive feedback–verbal reinforcement; a form of social reinforcement that provides information on
successful behavior while reinforcing or increasing the likelihood that behavior will be repeated;
combines social attention, instruction, and reinforcement.
Praise–often used interchangeably with positive feedback; an expression of admiration for
performance that serves to reinforce the behavior; verbal recognition.
Teacher approval–used in research to assess the relationship of teacher behavior to student
learning; generally verbal praise and encouragement, but may also include non-verbal attention
(e.g., smiles, facial attention, touch, etc.).
Figure 12
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A–B–C
Antecedent
Conditions or circumstances that
alter the probability of a behavior
occurring.
• Hallway expectations and
routines clarified and taught.
• Teachers use prompts/precorrects to remind students to
walk in the hallway, quiet voices,
body to self, and walking on the
right side.
• Teachers greet, while actively
supervising the hallway.
Behavior
Consequence
An observable act. What
the student does.
The resulting event or outcome
that occurs immediately following
the behavior.
Students keep voices
quiet, body to self, and
walk on the right side.
The Media Specialist observes the
students following hallway expectations and says, “Great job for
keeping your voices quiet, your
body to yourself, and staying to
the right. You are showing respect
for others and being safe.”
Figure 13
MO SW-PBS Team Workbook
149
Encouraging Expected Behavior
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Discussion:
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MO SW-PBS Team Workbook
Encouraging Expected Behavior
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@-$6/F%'7'@-+*7%.":DC%H*6#"86%6#*/%
/9-7*1*7%1--@='7D%/68@-$6/%."83@%$"6%
=-%'=3-%6"%@*/7-:$%6#-%P:*(#6Q%'$/.-:%
1:"+%6#-%P.:"$(Q%'$/.-:C%U":%-A'+B
93-;%.#-$%'%/68@-$6%*/%3-':$*$(%6"%8/-%
P6#-*:Q%'$@%P6#-:-Q%*$%'%/-$6-$7-;%6#-%
6-'7#-:%7'$%/'<;%P0:-'6%]"=%"1%8/*$(%
P6#-*:Q%6"%/#".%6#-%=""D/%=-3"$(%6"%
!'D-%'$@%8/*$(%P6#-:-Q%6"%/#".%.#-:-%
!'D-%986%6#-%=""D/CQ%J-7'8/-%6#-%1--@B
='7D%1:"+%6#-%6-'7#-:%*/%9"/*6*4-%'$@%
/9-7*1*7;%6#-%3*D-3*#""@%6#-%/68@-$6%.*33%
7"::-763<%8/-%P6#-*:Q%'$@%P6#-:-Q%*$%6#-%
1868:-%*/%/*($*1*7'$63<%*$7:-'/-@C%
0*4*$(%7"$6*$(-$6%9"/*6*4-%'66-$6*"$%*/%
-L8'33<%*+9":6'$6%6"%#-39%/68@-$6/%
3-':$%6#-%/"7*'3%=-#'4*":%/D*33/%-AB
9-76-@%*$%/7#""3%'$@%1":%3*1-C%536#"8(#%
6#-:-%':-%$"%8$*4-:/'3%:-*$1":7-:/%6#'6%
.*33%*$7:-'/-%6#-%3*D-3*#""@%6#'6%'33%
/68@-$6/%.*33%:-9-'6%6#-%/"7*'3%/D*33%*$%
6#-%1868:-;%'@836%'66-$6*"$%*/%:-*$1":7B
*$(%1":%+"/6%/68@-$6/;%-/9-7*'33<%.#-$%
'@836/%#'4-%=8*36%'%9"/*6*4-%:-3'6*"$B
/#*9%.*6#%6#-%/68@-$6C%)#-%.'<%.-%.*33%
D$".%*1%'@836%'66-$6*"$%*/%*$@--@%'%:-B
*$1":7-:%*/%.#-$%/68@-$6/%:-9-'6%6#-%
-A9-76-@%=-#'4*":%'('*$%*$%6#-%1868:-C%
I"/*6*4-%:-*$1":7-+-$6%S-C(C;%9"/*6*4-%
'@836%'66-$6*"$%":%9"/*6*4-%1--@='7DT%
1":%+"/6%/68@-$6/%*$7:-'/-/%6#-%9:"='B
=*3*6<%6#'6%6#-%=-#'4*":%*6%1"33"./%.*33%
:-78:%S&''(;%WaaVTC%)"%:-9-'6;%P<"8%
(-6%.#'6%<"8%9'<%'66-$6*"$%6"CQ%
151
Encouraging Expected Behavior
-#.!/0'*1!#2!3*0&4*5!+''*$'(#$!
K$%/9*6-%"1%6#-%-4*@-$7-%6#'6%7"$6*$B
(-$6%'66-$6*"$%7'$%7#'$(-%6#-%73*+'6-%
'$@%3-':$*$(%7"$@*6*"$/%"1%6#-%73'//B
:""+;%+'$<%6-'7#-:/%1'*3%6"%6'D-%1833%
'@4'$6'(-%"1%6#*/%9".-:183%6""3C%K$%#-:%
/-+*$'3%':6*73-;%H#*6-%SVdbfT%1"8$@%
6#'6%$'68:'33<%"778::*$(%":%6<9*7'3%
6-'7#-:%'99:"4'3%/6'6-+-$6/%1":%'7'B
@-+*7%:-/9"$/-/%1':%"86.-*(#-@%6#"/-%
1":%/"7*'3%=-#'4*":%'7:"//%'33%(:'@-%
3-4-3/;%.*6#%#*(#-/6%:'6-/%1":%-'7#%6<9-%
"1%'99:"4'3%"778::*$(%*$%/-7"$@%(:'@-%
'$@%6'9-:*$(%"11%@:'+'6*7'33<%'16-:%
6#'6C%K$%'33%(:'@-%3-4-3/;%6-'7#-:/%:-B
/9"$@-@%6"%7"::-76%'7'@-+*7%9-:1":B
+'$7-%SWaCXg%9-:%#"8:%'4-:'(-T%+":-%
1:-L8-$63<%6#'$%@*/'99:"4'3/%SbCfg%9-:%
#"8:%'4-:'(-TC%Z$%6#-%"6#-:%#'$@;%
/6'6-+-$6/%"1%@*/'99:"4'3%1":%/"7*'3%
=-#'4*":%SVdCWa%9-:%#"8:T%.-:-%'3B
.'</%+":-%1:-L8-$6%6#'$%'99:"4'3/%
SVCfW%9-:%#"8:TC%5%/8++':<%"1%6#-%
1*$@*$(/%*/%*$%U*(8:-%VYC%
G*$7-%H#*6-F/%/68@*-/%*$%6#-%VdbaF/;%
/8=/-L8-$6%:-/-':7#%#'/%1"8$@%"$-%
7"$/6'$6_'7'@-+*7%=-#'4*":%"1%/68B
@-$6/%*/%+":-%3*D-3<%6"%'66:'76%9"/*6*4-%
6-'7#-:%'66-$6*"$%6#'$%*/%/"7*'3%=-#'4B
*":C%K$%'@@*6*"$;%6-'7#-:/%:-/9"$@%1':%
+":-%1:-L8-$63<%6"%*$'99:"9:*'6-%/"B
7*'3%=-#'4*":%6#'$%6"%'99:"9:*'6-%=-B
#'4*":%SJ-'+'$%`%H#-3@'33;%WaaaTC%
)#-%8$1":68$'6-%:-/836%"1%6-'7#-:/%(*4B
*$(%+":-%'66-$6*"$%6"%+*/=-#'4*":%*/%
6#'6%6#-*:%'66-$6*"$%*/%*$'@4-:6-$63<%
+'*$6'*$*$(%":%*$7:-'/*$(%6#-%+*/=-B
#'4*":C%
5%/7#""3B.*@-%1"78/%"$%'33%/6'11%-$/8:B
*$(%#*(#%:'6-/%"1%$"$B7"$6*$(-$6%'$@%
7"$6*$(-$6%'66-$6*"$%*/%*+9":6'$6%=-B
7'8/-%*6%7'$%*+9:"4-%*$6-:'76*"$/%=-B
6.--$%/68@-$6/%'$@%/6'11%'$@%6#-:-B
1":-;%*+9:"4-%6#-%/7#""3%73*+'6-C%H-%
.'$6%6"%-/6'=3*/#%'%9"/*6*4-%/7#""3%
73*+'6-%*$%.#*7#%7"+93*'$7-%:-7-*4-/%
+":-%'66-$6*"$%6#'$%$"$B7"+93*'$7-C
%
%
%
Approval
Statements
Disapproval
Statements
Ratio of Positive to
Negative
Academic
20.36 per hour
7.56 per hour
2.7:1
Social
1.52 per hour
19.20 per hour
1:12.6
Figure 14
%
%
Discussion:
%
R-13-76%"$%.#'6%<"8%#'4-%3-':$-@%'="86%'@836%'66-$6*"$_="6#%$"$B7"$6*$(-$6%'$@%
7"$6*$(-$6C%)-'7#%/"+-"$-%6#-%@-1*$*6*"$/%"1%-'7#%'$@%6#-*:%9".-:%*$%.":D*$(%
.*6#%/68@-$6/%6"%7:-'6-%'%9"/*6*4-%/7#""3%-$4*:"$+-$6C%,*/6%'/%+'$<%-A'+93-/%'/%
<"8%7'$%"1%="6#%$"$B7"$6*$(-$6%'$@%7"$6*$(-$6%'66-$6*"$%6#'6%':-%9:-/-$63<%*$%
93'7-%*$%<"8:%/7#""3C%
%
%
152
MO SW-PBS Team Workbook
Encouraging Expected Behavior
65*2*55*7!+789'!:*40;(#51!
R-3'6-@%6"%6-'7#-:%'66-$6*"$%*/%6#-%/68B
@-$6B6-'7#-:%:-3'6*"$/#*9%'$@%9:-B
1-::-@%'@836%=-#'4*":/C%)#-:-%*/%'%
(:".*$(%="@<%"1%:-/-':7#%6#'6%*$@*B
7'6-/%'7'@-+*7%'7#*-4-+-$6%'$@%/68B
@-$6/F%=-#'4*":%':-%="6#%*$138-$7-@%=<%
6#-%L8'3*6<%"1%6-'7#-:B/68@-$6%:-3'B
6*"$/#*9%S!"$-/%`%!"$-/;%Vdde%'$@%
53("NN*$-;%H'$(;%`%h*"3-66-;%WaVaTC%
H#-$%/68@-$6/%':-%'/D-@%.#'6%+'D-/%
'%6-'7#-:%/9-7*'3%'$@%.":6#<%"1%:-B
/9-76;%/68@-$6/%7"$/*/6-$63<%7*6-%6#:--%
7#':'76-:*/6*7/O%1*:+$-//;%7"+9'//*"$;%
'$@%'$%*$6-:-/6*$(;%-$('(*$(;%'$@%7#'3B
3-$(*$(%6-'7#*$(%/6<3-%S^"(8-:';%
VddfTC%
0*4-$%6#-/-%:-3'6*"$/#*9/;%6-'7#-:/%
'$@%/6'11%$--@%6"%3-':$%/*+93-%=-#'4B
*":/%6#'6%.*33%9"/*6*4-3<%*+9'76%:-3'B
6*"$/#*9/C%5@836%=-#'4*":/%6#'6%=8*3@%
:-3'6*"$/#*9%*$738@-O%VT%7"++8$*B
7'6*$(%9:*4'6-3<;%*$%73"/-%9:"A*+*6<%
.*6#%6#-%/68@-$6;%WT%3*/6-$*$(;%XT%-<-%
7"$6'76;%YT%93-'/'$6%4"*7-%6"$-;%fT%
/+*3-/;%gT%'99:"9:*'6-%9:"1-//*"$'3%
6"87#%'$@%bT%8/-%"1%/68@-$6/F%$'+-/C%
%
%
%
Preferred Adult Behaviors
•
•
•
•
•
•
•
Proximity
Listening
Eye contact
Pleasant voice
Smiles
Touch
Use of student’s name
)#-/-%=-#'4*":/%-A9:-//%.':+6#;%7':-%
'$@%7"$7-:$%1":%/68@-$6/%.#*3-%'3/"%
7"++8$*7'6*$(%:-/9-76C%)#-<%*$7:-'/-%
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6-'7#-:T;%7"+93*'$7-%S6#-%3*D-3*#""@%
6#'6%6#-<%.*33%@"%'/%'/D-@T%'$@%'3/"%
-$#'$7-%3-':$*$(C%^"6%"$3<%@"%6#-/-%
'@836%=-#'4*":/%*+9'76%:-3'6*"$/#*9/;%
=86%6#-<%'3/"%/-6%6#-%/6'(-%1":%-11-7B
6*4-3<%*$6-:'76*$(%.*6#%/68@-$6/%'$@%
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P*$6-$6*"$'33<%*$4*6*$(CQ%)#-*:%9:"1-/B
/*"$'3%'66*68@-%@-9*76/%6#-*:%4*-.%"1%
/68@-$6/%'/%'=3-=!4'38'=3-=!'$@!
:-/9"$/*=3-7
Discussion:
%
R-4*-.%6#-%3*/6%"1%9:-1-::-@%'@836%=-#'4*":/%1":%=8*3@*$(%9"/*6*4-%6-'7#-:B/68@-$6%
:-3'6*"$/#*9/C%H#'6%=-#'4*":/%@"%<"8%78::-$63<%8/-%6#'6%<"8%.'$6%6"%&/-0*-.$[%
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MO SW-PBS Team Workbook
153
Encouraging Expected Behavior
Positive Feedback
)%
#-%9:-1-::-@%'@836%=-#'4*":/%'$@%
$"$B7"$6*$(-$6%'66-$6*"$%.-F4-%
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7#'$(-%'$@%/8/6'*$%=-#'4*":c%]8/6%'/%
.-%/#':-@%-':3*-:;%7"$6*$(-$6%'66-$B
6*"$%":%9"/*6*4-%1--@='7D%*/%-//-$6*'3C%
H*6#%9"/*6*4-%1--@='7D%<"8%':-%:-7"(B
$*N*$(%'66'*$+-$6%"1%/9-7*1*-@%9-:1":B
+'$7-%7:*6-:*';%-11":6;%":%/877-//-/%'6%
6'/D/%6#'6%':-%@*11*7836%1":%6#-%7#*3@C%)"%
-$/8:-%7"$6*$8-@%8/-;%9"/*6*4-%1--@B
='7D%*/%-//-$6*'3C%0-$-:'3%9:'*/-%":%
7"++"$3<%8/-@%9#:'/-/%/87#%'/%P(""@%
]"=;Q%6#"8(#%*+9":6'$6%1":%'%93-'/'$6%
73'//:""+;%':-%*$'@-L8'6-%1":%=8*3@*$(%
'$@%/8/6'*$*$(%@-/*:-@%=-#'4*":C%G68B
@-$6/%$--@%73-':;%/9-7*1*7%1--@='7D%"$%
6#-*:%8/-%"1%6#-%/7#""3B.*@-%-A9-76'B
6*"$/%'$@%'$<%"6#-:%=-#'4*":/%/87#%'/%
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6#'6%':-%-A6-$@-@%:-13-76*"$/%"1%<"8:%
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#'4*":;%WT%9:"4*@-/%:-'/"$/%":%:'6*"$B
'3-/;%'$@%XT%7'$%*$738@-%'%9"/*6*4-%7"$B
/-L8-$7-C%
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-':$-@%6#-%'7D$".3-@(-+-$6%"1%6#-%
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7'+-:';%#-39*$(%/68@-$6/%/--%6#-*:%
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154
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-A9-76'6*"$/C%E"%$"6%'@@%'$<%:-1-:B
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@-$6/%6#-%=-$-1*6/%"1%6#-*:%=-#'4*":%
'$@%6#-%*+9'76%*6%#'/%"$%6#-+%'$@%
"6#-:/C%)#*/%"16-$%*$738@-/%/6'6*$(%6#-%
"4-:':7#*$(%/7#""3B.*@-%-A9-76'6*"$%
S-C(C;%:-/9-76;%7':*$(;%7""9-:'6*"$;%-67CT%
'$@%9"*$6*$(%"86%.#'6%6#-%/68@-$6%
+*(#6%-A9-76%7"83@%#'99-$%*1%6#-<%8/-%
6#-%'99:"9:*'6-%=-#'4*":C%P0-66*$(%
/6':6-@%:*(#6%'.'<%3*D-%6#'6%/#"./%
7""9-:'6*"$%'$@%.*33%#-39%<"8%'4"*@%
#'4*$(%#"+-.":DCQ%
,0$!($&987*!0!=#1('(;*!&#$1*A8*$&*C%%
I"/*6*4-%1--@='7D%7'$%=-%1"33".-@%
.*6#%'%9"/*6*4-%7"$/-L8-$7-C%U":%
+'$<%/68@-$6/;%6#-%9"/*6*4-%1--@='7D%
'3"$-%*/%/811*7*-$63<%:-*$1":7*$(%6"%
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1":6;%9'*:*$(%6#-%4-:='3%1--@='7D%.*6#%
MO SW-PBS Team Workbook
Encouraging Expected Behavior
6'$(*=3-%":%'76*4*6<%:-*$1":7-+-$6%+'<%
=-%#-39183C%H#-$%8/*$(%'%9"/*6*4-%7"$B
/-L8-$7-%*6%*/%*+9-:'6*4-%6#'6%<"8%'3/"%
8/-%6#-%7"+93-6-%4-:='3%9:'*/-%/"%6#'6%
/68@-$6/%':-%'.':-%"1%-A'763<%.#'6%
6#-<%@*@%6#'6%#'/%:-/836-@%*$%-':$*$(%
6#-%7"$/-L8-$7-C%K6%*/%$"6%6#-%7"$/-B
L8-$7-%6#'6%7#'$(-/%6#-%=-#'4*":%/"%
+87#%'/%6#-%'.':-$-//%"1%.#'6%*/%=-B
*$(%:-*$1":7-@c%6#-%7"$/-L8-$7-%
+-:-3<%9:"4*@-/%'@@*6*"$'3%*$7-$6*4-C%
M"8%.*33%.'$6%6"%/'<%/"+-6#*$(%3*D-;%
PJ-7'8/-%<"8%.'3D-@%/"%L8*-63<%*$%6#-%
#'33.'<;%<"8%#'4-%$%(-$1%'%2':@*$'3%
2':@CQ%^"6-%6#'6%'@836/%@"%$"6%P(*4-;Q%
*$/6-'@%/68@-$6/%P-':$CQ%2':-183%8/-%"1%
6#-/-%6-:+/%#-39/%/68@-$6/%6"%6'D-%
".$-:/#*9%1":%6#-*:%=-#'4*":/%'$@%
6-'7#-/%6#-%3*$D%=-6.--$%'99:"9:*'6-%
=-#'4*":%'$@%9"/*6*4-%"867"+-/C%
K6%*/%'3/"%*+9":6'$6%6#'6%9"/*6*4-%1--@B
='7D%=-%(*4-$%/*$7-:-3<%'$@%'99:"9:*B
'6-3<%1":%/68@-$6F/%'(-C%?/-%'%(-$8*$-;%
.':+;%/*$7-:-%:-/9"$/-%6"%6#-%@-/*:-@%
=-#'4*":%6#'6%*/%'99:"9:*'6-%1":%6#-%
/*68'6*"$%'$@%6#-%*$@*4*@8'3C%)#*/%*/%
-/9-7*'33<%*+9":6'$6%.#-$%.":D*$(%
.*6#%"3@-:%/68@-$6/C%G6'11%$--@%6"%1*$@%
6#-*:%".$%/6<3-%6"%7"++8$*7'6-%/*$B
7-:-%7':-%'$@%7"$7-:$%1":%6#-%/68@-$6C%
?/-%"1%'%4':*-6<%"1%9#:'/-/%/#"./%
/9"$6'$-*6<%'$@%6#-:-1":-%7:-@*=*3*6<C%
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'$@%*$@-9-$@-$7-%'%("'3%"1%-@87'6*"$[%
Activity:
H*6#%'%9':6$-:;%:"3-B93'<%6#-%-A'+93-/%"1%9"/*6*4-%1--@='7D%6#'6%1"33".;%=-*$(%
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8/*$(%<"8:%/7#""3F/%-A9-76'6*"$/%'$@%/9-7*1*7%=-#'4*":/%1:"+%<"8:%&'6:*AC%
MO SW-PBS Team Workbook
155
Encouraging Expected Behavior
"C/556=!6/.!+0/))$1!%-1!0//<!+/2$!0*2$!0/!0'*-<!%,/.0!6/.(!1$&*+*/-!%-1!0'$-!
;%5<$1!%;%6!4(/2!D%27!#'%0!;%+-E0!$%+6=!,.0!*0!&%-!'$5)!0/!%:/*1!%-!%(3.2$-078!
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/.(!5$%(-*-3!0*2$!'$($!%0!+&'//5=!%-1!6/.!;*55!,$!2/($!5*<$56!0/!3$0!6/.(!;/(<!1/-$!
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%
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MO SW-PBS Team Workbook
Encouraging Expected Behavior
Benefits of Positive Feedback
•
Helps adults and students focus on positive social behaviors and actions.
•
It is the most powerful behavior change tool teachers have in their
repertoire.
•
Increases the likelihood students will use the recognized behaviors and
skills in the future.
•
Decreases inappropriate behavior and therefore, reduces the need for
correction.
•
Enhances self-esteem and helps build internal locus of control
Figure 15
%
%
%
%
%
Discussion:
%
R-13-76%"$%6#-%9".-:%"1%9"/*6*4-%1--@='7DC%i".%-A6-$/*4-3<%*/%*6%=-*$(%8/-@%*$%
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/68@-$6/%6#'$%$-('6*4-[%H#'6%':-%/"+-%.'</%6#'6%<"8%7'$%/#':-%.#'6%<"8%#'4-%
3-':$-@%'="86%6#-%:"3-%"1%9"/*6*4-%1--@='7D%*$%GHBIJG%.*6#%<"8:%/6'11[%
MO SW-PBS Team Workbook
157
Encouraging Expected Behavior
Tangible Reinforcers
Z%
$-%"1%6#-%#'33+':D/%"1%/7#""3B
.*@-%9"/*6*4-%=-#'4*":%/899":6%*/%
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"99":68$*6<;%-67C%G"+-%-A'+93-/%"1%
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=--$%8/-@%*$%/7#""3/%':-%*$%U*(8:-%VgC%%
%
%
%
%
%
%
%
Creative Ways to Use “Tickets”
%
• Set class or school goals
%
• Write name on ticket and drop in a raffle box
%
• Competition between grade levels
• “Golden Tray” award for class receiving most %
tickets during lunch
%
• Chart and graphs of tickets earned (math)
%
• Roaming trophy for the most tickets each
%
month; current class prepares celebration
for the next class who receives
%
• Display tickets in hallway, outside classroom %
door
%
• Tickets traded for piece of string and made
into a giant string ball for the entire school
%
• Post tickets on a bulletin board
%
• Trade ticket for paper strip to make paper
%
chain around the school
%
• Set a destination to “travel” to and learn
%
about; each ticket equals a mile toward the
destination on a map
%
Figure 16
%
%
7'/-/%'%9'9-:%/3*9_6#'6%*/%'.':@-@%6"%
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4'38-%=-7'8/-%"1%.#'6%6#-<%7'$%=-%-AB
158
MO SW-PBS Team Workbook
Encouraging Expected Behavior
)#-%=-$-1*6/%6"%/68@-$6/%+'<%=-%"=4*B
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MO SW-PBS Team Workbook
.*33%'3/"%.'$6%6"%=8*3@%'%/</6-+%6"%/8/B
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159
Encouraging Expected Behavior
6'$(*=3-%*6-+/%":%9"/*6*4-%1--@='7D%1":%
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Tangible Reinforcers…
•
•
•
•
•
•
•
•
Help staff be accountable for recognizing student behavior and providing
specific positive feedback.
Provide all staff with an efficient and always-available system for providing
feedback and a reinforcer to any and all students.
Give faculty and support staff a tool to engage in a positive way with any
student in the school.
Can create a more positive culture in school where we are “all in this
together.”
Can give us a gross measure of the frequency of positive feedback
statements given; can help to guide staff to use higher rates of positive
feedback.
Are a universal sign to students that they have performed the expected
behaviors.
Should be easy to distribute with minimal, if any, writing required. The easier
and quicker to award to students displaying the expected behavior, the
better.
Tangible “tickets” can be turned in and counted toward class, grade or
school goals, activities or tangible items on the school-wide menu.
Figure 17
%
%
%
%
Discussion:
%
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160
MO SW-PBS Team Workbook
Encouraging Expected Behavior
Example
Missouri Middle School Cardinal Card Procedures
Respectful • Responsible •Ready • Safe
Why is Missouri High School Focusing on Having Students Earn Cardinal Cards?
•
•
•
To increase student use of respectful, responsible, ready, and safe behaviors.
To focus on positive social interactions between staff and students.
To help us all be more positive this school year.
Who Awards Cardinal Cards?
•
All staff will be supplied with Cardinal Cards each day to award any student who is
being Respectful, Responsible, Ready and Safe.
Who Can Receive a Cardinal Card?
•
•
Cardinal Cards are earned by individual students who are using behaviors that
reflect being Respectful, Responsible, and Ready.
Cardinal Cards can be earned for being Respectful, Responsible, Ready and Safe
anywhere in the building and at any time.
What Do Staff Say When They Award a Cardinal Cards?
•
The most important thing to remember about the Cardinal Cards is to provide the
student specific, positive feedback about how they are being Respectful,
Responsible, Ready, Safe learners. For example: “Wow, Fred, you are being
respectful of others by walking quietly in the hall. Because you are using our
hallway expectations, you have earned a Cardinal Card.” “Ethel, thanks for
remembering to push in your chair and clear off your table. You are showing
respect for the cafeteria help as well as students that will follow you. You’ve
earned a Cardinal Card for respect.”
What Do Students Do When They Receive a Cardinal Card?
•
•
Students write their name and grade on the back of the Cardinal Card.
Students take their Cardinal Cards to their class office and put in the bucket.
What Will Happen With the Cardinal Cards?
•
•
•
At the end of the month, office helpers will count the Cardinal Cards from each
class office and post the number earned on a main office bulletin board.
Every month there will be a drawing from all Cardinal Cards earned that month for
individual prizes as well as privileges for each class. Names will be posted near
each class office.
Students whose Cardinal Card is posted can take it down and turn it into the
secretary for their prize.
What Are Some Other Things to Consider About Cardinal Cards?
•
•
•
•
Cardinal Cards can be earned but not lost. This is a positive system Once earned
they are the student’s property. If correction is needed, do so; but do not take
cards away.
If students ask for a Cardinal Cards kindly say something like: “I know you will get
a Cardinal Cards soon. All students can earn them. Staff determine when to
award.”
If you suspect “forgery” of Cardinal Cards, contact your School-wide PBS team
representative.
If you need more Cardinal Cards, contact Suzy Cue.
Who Will Answer My Questions About Cardinal Cards?
•
Your SW-PBS Team representative or any member of the SW-PBS Team.
MO SW-PBS Team Workbook
161
Encouraging Expected Behavior
A Menu of Reinforcers
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Activities or Privileges
Seekers
Avoiders
•
Special lunch or play time with a friend
•
Extra computer time (avoid class time)
•
Lunch with preferred adult
•
1 homework pass per semester
•
Helper (teacher, office, janitor)
•
Front of the lunch line pass
•
Extra time doing preferred activity
•
Additional free time
•
Special game at recess
•
Extra library time
•
Participate in PBS Assembly
•
1 tardy pass (up to 5 minutes late)
•
Extra recess
•
Stay inside during recess
•
Extra computer time
•
Game of choice
•
Ticket to school event (dance, party,
sporting event)
•
Preferred cafeteria seating
•
Be “line leader”
162
MO SW-PBS Team Workbook
Encouraging Expected Behavior
Social Attention
Seekers
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Avoiders
Winks, thumbs up, smiles
Positive feedback
Work with a friend of choice
Time to visit or walk with a friend
Preferential seating
Positive phone call or email home
Meet with principal (or preferred adult)
Photo on school bulletin board
Special lunch or play time with a friend
Lunch with parent, principal, preferred
adult
Featured in PBIS video/skit
Tutor, assist younger class
Monthly or quarterly award (improved
attendance, on-time to class) received in
front of class/school
Respect, Responsible, Caring Party
Positive card or letter sent home
“Goal Achieved” award for improvement
in personal social behavior
“Glad You Are Here” for perfect
attendance
•
•
•
•
•
•
Lunch in private area with preferred peer
or staff
Extra computer time
Extra time to read
Pass out of assembly
Leave class 5 minutes early
Letter home for improved behavior
Tangible Items
Seekers
•
•
•
•
•
•
•
•
•
•
•
•
School-wide “Ticket”
Items from class or school store
Stickers
“Fast pass” for lunch line
School supplies
School t-shirt
Food coupons
Candy, soft drinks
Gift cards
Discounted yearbook or parking tag
Ticket to school event (dance, party,
sporting event)
Preferred parking
Avoiders
•
•
Certificate to go to library instead of
assembly
Certificate to stay inside during recess
Adapted from: Lane, K.L., Lakberg, J.R. & Menzies, H.M. (2009)
MO SW-PBS Team Workbook
163
Encouraging Expected Behavior
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164
MO SW-PBS Team Workbook
Encouraging Expected Behavior
Example
!
!
!
Missouri Middle School
Menu of Reinforcers
The below list of reinforcers includes those that can be used immediately in response to
student appropriate behavior as well as some that are used periodically or are more longterm in nature. Select the reinforcer that best matches the effort required by the student
and their individual interests. Also consider if they are “seekers” or “avoiders.”
•
Winks, thumbs up, smiles, etc. (individuals and groups)
•
Positive feedback (individuals and groups)
•
School-wide ticket–Cardinal Card (individuals; see guidelines for use)
•
Special activities or privileges: (individuals or groups, where appropriate, for
worthy effort)
-
Preferential seating
-
Lunch with adult of choice
-
Free time
-
Computer time
-
“Fast Pass” for lunch line
-
Tardy pass
-
Homework pass (only one per quarter)
-
5 minute early dismissal
•
Coupon for 25% off at school store (individuals for worthy effort)
•
Positive phone call, note, or email home (individuals; significant improvement)
•
Class party (popcorn or treat; spontaneous celebration for group improvement,
e.g. no tardies for a week, all homework turned in on time, etc.)
•
Goal Achieved certificate (improvement in difficult personal social behavior)
•
Progress Report (individuals for improved attendance, on time to class; turned
into office for inclusion in announcements and grade reports)
•
Quarterly letter for perfect attendance (sent to parents)
!
MO SW-PBS Team Workbook
165
Encouraging Expected Behavior
Activity:
!
"#$%&'()#*!$!+%'(!),!-)''%.+/!#/%&,)#0/#'!,)#!1)2#!'03))+!./+)45!6%7!1)2!%&0+27/!
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Possible Menu or Reinforcers
Item
Notes/Discussion
Social Attention, Activity or Privilege, Tangible
!
166
MO SW-PBS Team Workbook
Encouraging Expected Behavior
Encouragement for Staff and Families
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Ideas for Encouraging Staff and Families
Staff
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Award or recognition for efforts given
during faculty meeting
Recognition during an assembly
Featured in PBIS video/skit
Ticket to school event (play, sporting
event)
Preferential parking spot
School t-shirt
Gift cards
Lunch delivered
Special dessert
Restaurant coupon
Positive note from peer or administrator
Free yearbook
Car wash coupon
Movie pass
Released from duty (bus, recess,
lunchroom, hallway
Principal teaches class for one hour
Pass to leave work early of arrive late
Families
•
•
•
•
•
•
•
Their student featured in newsletter,
bulletin board, website
Positive phone call or note from school
Featured in PBIS video/skit
Ticket to school event (play, sporting
event)
Bumper sticker for car
Postcard sent home regarding student’s
exemplary behavior
School t-shirt
%
%
%
%
Discussion:
%
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%
MO SW-PBS Team Workbook
167
Encouraging Expected Behavior
Monitoring the Use of Positive Feedback
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Encouraging Expected Behavior
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Frequency and Type of Student Interactions
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Teacher:
Observer:
Date:
Time:
Activity:
Attention to Positive, Appropriate Student
Behavior
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Attention to Negative, Inappropriate
Student Behavior
%
%
%
%
%
Ratio of Interactions:
attention to positives:
attention to negative
Notes:
Figure 18
Adapted from Sprick, R., Knight, J. Weinke,W., & McKale, T. (2006)
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MO SW-PBS Team Workbook
SW-PBS Action Plan
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Steps/Activities
Timeline
Resources /Support Needs
Person(s)
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SW-PBS Action Plan
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174