Positive reinforcement is presenting something pleasant or rewarding after

behaviour
It makes the behaviour more likely to occur in the future
It involves responses which encourage, support and empower students to
achieve positve results in school and in the community
Acknowledged behaviour is more likely to occur again
Ignored behaviour is less likely to be repeated
Never take good behaviour for granted
The more you praise, the more natural it will feel
The purpose is to reinforce and increase positive behaviour with their
knowledge
Praising helps crealy describe expectations
Also acknowledge everyday behaviours such as courtesy, responsibility
and respect
People of all ages need recognition, prase and rewards
How:
- Clearly state the expetations: students who are quitely standing in
line, facing forward, keeping their hands and feed to them self
Acknowledgement systems:
- Promote a safe and welcoming climate: fosters a positive school
climate, reduces time spent correcting
- Reinforce school-wide expectations and rules
- Increase positive staff/student interactions
- Prompt aduls to acknowledge appropriate behaviours
Guidelines:
- Reward demonstration of school-wide expectations
- Avoid trying to motivate by witholding incentives
- Avoid talking away incentives already earned
- Should target all students
Remember:
Not everyone is reinforced by the same reward
Try to personalize it
Vary throughout the year
Tangible reinforcement: (tastbaar: eten, drinken)
- Pair tangible reinforcers with praise statements
- It gradually teaches them to become motivated by praise alone
- Types:
Types of reinforcers:
- Sensory: (hear, see, smell, touch) listen to music, sit in special chair,
choose a poster, watch a movie

Natural: ( things students like to do/ask to do during free time) play

a game, read a book, free time with a friend
Material (these reinforceres work for students who require
immediate reinforcement in smaller amounts) stickers, materials:
pencils, pens, paper, bookmarks; trading cards, movie tickets, juice
drinks, food coupons.
Generalized ( work for students who can delay gratification) raffle
tickets, tokens, poker chips, points/credits.
Social (should be paired with other types when students are first
learning new skills: smile, wink, compliment, effective praise,
proximity.

How:
1. Desribe what the student did right
2. Explain how the behavirous relates to the school-wide expectation
3. Verballi link the behaviour with the reinforcer
Thank you, Suzy, for picking up the trash on the floor. Because you demonstrated
responsibility, which is one of our expectations, I want to acknowledge you with a
Beary Good Slip. Good job!

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1. Step
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2. Step
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3. Step
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1: idenify and teach expected behaviour

Identify 3-5 postively stated expectations
Provide exampes
Post them throughtout the building
Provide opportunities to practice
2: positively reinforce and recognize expected behaviours
Praise
Coupons that can be used to purchase items or special
activities at school
All staff use the system
3: enforce meaningful consequences for violations
The process should be shared with families.
Minor or major offenses:
Minor behaviours: are dealt with by building staff or the
clasroom teacher
Major violations are managed by administrative staff.

Levels of schoolwide support:

1. Universal support (schoolwide behavior support) for ALL students in
the school, like:
o Positive discipline that is proactive
o Behaviour expectations that are taught
o Positive reinforcement
o Social skills instruction
o Parent training and collaboration

2. Small group support, provides additional help for students who need
more support. Are more intensive and are for smaller number of
students, like:
o Social skills groups
o Conflict resoluation
o Self management programs
o Special seating or special schedule
3. Target support (focused on the individual child): is more intense, for
individuals, like:
o Intensive social skills instruction
o Intensive collaboration with family
o Intensive family-based interventions, when appropriate.
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