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Positive Behavioral Interventions and Supports Tutorial
 

Phase II: Implementing:


Rewards

Rewards need to be consistent across the school:

  • Rewards are available at a variety of levels (hierarchical, tangible, intangible)
  • Rewards are linked to expectations
  • There are clearly defined criteria for earning rewards
  • Rewards are varied to maintain student interest
  • System includes opportunities for naturally occurring reinforcement
  • Ratios of reinforcement to corrections are high (8:1)
  • Students are involved in identifying/developing incentives
  • The system includes incentives for staff/faculty
Gotcha Apron:
   
     

 

Video clips from Dundalk Elementary that provide examples of rewards:

  Screenshot
 

Video: Classroom Incentive A

Format:
Windows Media Player

View the Video with a High-Speed Internet Connection
(Cable Modem or T1 line)

View the Video with a Low-Speed Connection
(Dial-up, 56k Modem)

 
 
  Screenshot
 

Video: Classroom Incentive B

Format:
Windows Media Player

View the Video with a High-Speed Internet Connection
(Cable Modem or T1 line)

View the Video with a Low-Speed Connection
(Dial-up, 56k Modem)

 
 
  Screenshot
 

Video: Classroom Incentive C

Format:
Windows Media Player

View the Video with a High-Speed Internet Connection
(Cable Modem or T1 line)

View the Video with a Low-Speed Connection
(Dial-up, 56k Modem)

 
 
  Screenshot
 

Video: Assistant Principal's Description of Rewards

Format:
Windows Media Player

View the Video with a High-Speed Internet Connection
(Cable Modem or T1 line)

View the Video with a Low-Speed Connection
(Dial-up, 56k Modem)

 
 

 

 



 

 

 

 

 

 

 

 

 

 

 

 

 


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PBIS in Maryland
Phase I: Getting Ready
Phase II: Implementing
Phase III: Sustaining
High Need Students
What is PBIS?
Acknowledgements