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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.

Typology: Study notes

2021/2022

Uploaded on 09/27/2022

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School
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Rob Horner Steve Goodman
University of Oregon Michigan Department of Education
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Michigan
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Download Using Rewards in School-wide Positive Behavior Interventions and Supports (PBIS) and more Study notes Research Methodology in PDF only on Docsity!

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