Ui R d ihi
U
s
i
ng
R
ewar
d
s w
i
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School
wide PBIS
School
-
wide
PBIS
Rob Horner Steve Goodman
University of Oregon Michigan Department of Education
University
of
Oregon
Michigan
Department
of
Education
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Using Rewards in School-wide Positive Behavior Interventions and Supports (PBIS), Study notes of Research Methodology
The use of rewards within School-wide Positive Behavior Interventions and Supports (PBIS) in education. It discusses the challenges and benefits of using rewards, research foundation, examples of reward use, and rules for effective reward implementation. The document also covers the potential negative effects of rewards and provides examples of reward systems in various educational contexts.
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U i
R
d
i hi
U
sing Rewards within
School wide PBISSchool-wide PBIS Rob Horner
Steve Goodman
University of Oregon
Michigan Department of Education
University
of Oregon
Michigan Department of Education
Purposes
Define the challenge faced in many schools asthey consider the use of rewards.
Share research foundation
Provide examples of reward use at all grade
Provide examples of reward use at all gradelevels
Handout: “Rewards”
“Rewards” defined
A presumed positive event/activity/object
Contrast with “reinforcer” which is change inbehavior as a result of contingent delivery of abehavior as a result of contingent delivery of aconsequence.
For “positive reinforcement” the event “is” positive
For
positive reinforcement
the event
is
positive
For “reward” the event is presumed to be positive.
Main Messages
R
d
f
f b ildi
R
ewards are a core feature of building a
positive school culture.R
d
k
diff
R
ewards make a difference
Initial behavior change
Sustained behavior change (Doolittle 2006)
Sustained behavior change (Doolittle, 2006)
Rewards can be used badly
But they do NOT inhibit intrinsic motivation
But they do NOT inhibit intrinsic motivation
Rewards can be used effectively in all schoolcontexts.contexts.
The Challenge
Th
f
d
ill d
“i
i
i
Th
e use of rewards will damage “intrinsic
motivation” and actually result in reduction ofdesired behaviorsdesired behaviors.“
l h
h
d
l
l ’
…although rewards can control people’s behavior …the primary negative effect ofrewards is that they tend to forestall selfrewards is that they tend to forestall self-regulation.”
Deci et al., 1999 p. 659
,^
p
National Education Association, 1991
“The
expectation
of reward can actually
undermine intrinsic motivation and creativityof performance…A wide variety of rewardshave now been tested, and everything fromgood-player awards to marshmallowsproduces the expected decrements in intrinsicmotivation 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 obtainingrewards (no food, water, etc).
Presumption was that problem solving was
Presumption was that problem solving was“intrinsically motivated”
Deci et al., 1971 (three studies)
College Students (doing puzzles, writingnewspaper “headlines”)
Phase 1:
Observe time spent on task
Phase 1:
Observe time spent on task
Phase 2:
Reward
half the group for working
Ph
Ob
ti
t
k (
d )
Phase 3:
Observe time on task (no rewards)
Since 1970
C
t
l D b t
O
100 E
i i
l St di
C
onceptual Debate
Definitions of “intrinsicmotivation”
“B h
i^
t^
ll d b
O
ver 100 Empirical Studies
Reiss & Sushinsky (1975;1976)C
& Pi
1994
“B
ehavior controlled by unprogrammedconsequences”(Mawhinney et al., 1989)
C
ameron & Pierce, 1994
Deci, Koestner & Ryan, 1999
Cameron, Banko & Pierce, 2001
Four different conceptualmodels
OverjustificationC
iti
E
l^
ti
2001
Lepper, Keavney, & Drake, 1996
C
ognitive Evaluation
Mind-body dualism
Hedonistic definition
1996
Akin-Little, Eckert, Lovett &Little, 2004
Reiss 2005
Reiss, 2005
What do we know?
B
l
b
t
h t
d fi
“
d”
Be clear about what you define as a “reward”
We can use rewards badly
We
can use rewards badly
If rewards are delivered ambiguously
If what we deliver is not a “reward” from the learner’sperspective
(Reward as Punisher)
perspective.
(Reward
as Punisher)
If partial rewards are delivered when full reward isexpected/ promised (
Reward as Punisher
)
R l
f
tti
d
t
h
i l
i
l
R
ules for getting a reward create physiological pressure (
Reward as Punisher
)
If large rewards are delivered
briefly
and then withdrawn
completelycompletely
What do we know?
“F
hi h i
k
b l
d
“F
or high-interest tasks,
verbal rewards
are
found to increase free choice and task interest.This finding replicates”This finding replicates
Cameron and Pierce, 1994; Deci et al., 1999).
“When tasks … are of low initial interest,rewards increase free-choice and intrinsicrewards increase free choice, and intrinsicmotivation…”
Cameron, Banko & Pierce, 2001
p.
What do we know?
th t
h
i
d i t i
i
ti
ti
…programs that show increased intrinsic motivationare those programs that incorporate the elements ofgood, comprehensive behavioral intervention:
Relatively immediate reinforcement
Generalization strategies
Individualized InterventionIndividualized
Intervention
“The implication is that any blanket rejection ofprogrammed reinforcement
is entirely
programmed reinforcement … is entirelyunwarranted.”
Akin-Little, Eckert, Lovett, Little, 2004
p. 358
Current Research conducted withinEducational Contexts
V
t
& Sti
1979 B h
i
M difi
ti
Vasta, & Stirpe…1979 Behavior Modification
Feingold & Mahoney 1975
Feingold & Mahoney, 1975
Roanne, Fisher & McDonough 2003 JABA
Flora & Flora 1999.
C ll
t d
t
d d i
l
t
h
l
C
ollege students ..rewarded in elementary school
Akin-Little & Little 2004 JBE
Feingold and Mahoney, 1975 Behavior Therapy : Five Second Graders
Baseline 1
Reward
Baseline 2
Baseline 3
Mean Total
Follow-up showed rateshigher than either BL
Mean TotalResponses
Exp Group
Rate after reward washigher than in Baseline