23. A variety of methods The school uses a variety of The school uses a variety of The school uses only one are used to reward students methods to reward students (e.g. methods to reward students, but set methods to reward cashing in tokens/points). There students do not have access to a students (i.e., tangibles should be opportunities that variety of rewards in a only) or there are no include tangible items, consistent and timely manner. opportunities for children to praise/recognition and social cash in tokens or select activities/events. Students with their reward. Only students few/many tokens/points have that meet the quotas equal opportunities to cash them actually get rewarded, in for rewards. However, larger students with fewer tokens rewards are given to those earning cannot cash in tokens for a more tokens/points. smaller reward. 24. Rewards are linked to Rewards are provided for Rewards are provided for Rewards are provided for Rewards are provided for expectations and rules behaviors that are identified behaviors that are identified in the behaviors that are identified in behaviors that are not in the rules/expectations and rules/expectations and staff the rules/expectations but staff identified in the rules and staff verbalize the appropriate sometimes verbalize appropriate rarely verbalize appropriate expectations. behavior when giving behaviors when giving rewards. behaviors when giving rewards. rewards. 25. Rewards are varied to The rewards are varied The rewards are varied The rewards are not varied maintain student interest throughout year and reflect throughout the school year, but throughout the school year (e.g. consider may not and do not reflect students’ interests reflect students’ student’s the student age, culture, gender, interests. interests. and ability level to maintain student interest.) 26. Ratios of Ratios of teacher Ratios of teacher reinforcement of Ratios of teacher reinforcement Ratios of teacher acknowledgement to reinforcement of appropriate appropriate behavior to correction of appropriate behavior to reinforcement of corrections are high behavior to correction of of inappropriate behavior are correction of inappropriate appropriate behavior to inappropriate behavior are (e.g., 2:1). behavior are correction of inappropriate moderate about the same high (e.g., 4:1). (e.g., 1:1). behavior are low (e.g., 1:4) 27. Students are involved Students are often involved in Students are rarely in identifying/developing identifying/developing involved in incentives incentives. identifying/developing incentives.
23. A variety of methods are used to reward students The school uses a variety of methods to reward students (e.g. cashing in tokens/points). There should be opportunities that include tangible items, praise/recognition and social activities/events. Students with few/many tokens/points have equal opportunities to cash them in for rewards. However, larger rewards are given to those earning more tokens/points. The school uses a variety of methods to reward students, but students do not have access to a variety of rewards in a consistent and timely manner. The school uses only one set methods to reward students (i.e., tangibles only) or there are no opportunities for children to cash in tokens or select their reward. Only students that meet the quotas actually get rewarded, students with fewer tokens cannot cash in tokens for a smaller reward. 24. Rewards are linked to expectations and rules Rewards are provided for behaviors that are identified in the rules/expectations and staff verbalize the appropriate behavior when giving rewards. Rewards are provided for behaviors that are identified in the rules/expectations and staff sometimes verbalize appropriate behaviors when giving rewards. Rewards are provided for behaviors that are identified in the rules/expectations but staff rarely verbalize appropriate behaviors when giving rewards. Rewards are provided for behaviors that are not identified in the rules and expectations. 25. Rewards are varied to maintain student interest The rewards are varied throughout year and reflect students’ interests (e.g. consider the student age, culture, gender, and ability level to maintain student interest.) The rewards are varied throughout the school year, but may not reflect students’ interests. The rewards are not varied throughout the school year and do not reflect student’s interests. 26. Ratios of acknowledgement to corrections are high Ratios of teacher reinforcement of appropriate behavior to correction of inappropriate behavior are high (e.g., 4:1). Ratios of teacher reinforcement of appropriate behavior to correction of inappropriate behavior are moderate (e.g., 2:1). Ratios of teacher reinforcement of appropriate behavior to correction of inappropriate behavior are about the same (e.g., 1:1). Ratios of teacher reinforcement of appropriate behavior to correction of inappropriate behavior are low (e.g., 1:4) 27. Students are involved in identifying/developing incentives Students are often involved in identifying/developing incentives. Students are rarely involved in identifying/developing incentives.