A token economy system is a type ofreward system that can provide a great incentive to help children of all ages

learn to manage their behaviors better. Althoughsticker charts can work for younger children, older children can
be motivated with token economy systems. Whether you want to get your child to do his chores,manage his
behaviors at school, or get his homework done without having to nag him
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Child Behavior Disorder

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Child Discipline

Positive Discipline
, reward systems can be an effectivediscipline tool.

How Token Economy Systems Work

Choose up to three behaviors to address at one time. It can be helpful to pick a behavior that your child is
already doing well, one behavior that needs a little improvement, and one behavior that your child is struggling
with. Reward your child with a chip or token whenever you see the desired behavior.
It's best if you can physically hand a token to your child whenever he earns one. This provides some immediate
gratification andreinforces his positive behavior. Help kids find a way to keep track of their tokens. For
example, help your child decorate a special box or can to store his tokens.
Allow your child to exchange the tokens for rewards. Keep your child motivated with an appealing reward
menu with a variety of items. Offer items with a wide array of point values so children can either exchange their
tokens for smaller rewards immediately or save them up for a larger reward. Build excitement by talking
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frequently about what your child is hoping to earn what he wants to spend his tokens on.
There are plenty of rewards that don't cost money. They can include things such as picking what to eat for
dinner, going to the park, or getting to stay up later. Get your child involved by allowing him to give input into
what rewards he would like to earn.

How to Create a Token Economy System

Keep the reward system simple. Sometimes parents create very complicated systems that are hard for children
to understand and difficult for parents to manage. Dont try to address more than three behaviors at a time.
Also, try to frame the desired behaviors in a positive way. For example instead of saying dont hit your sister
use keeping your hands to yourself. State what behavior you want to see so you can reward the good
behaviors with positive consequences.
You may need to break the day down into smaller chunks of time as well. For example, keeping your hands to
yourself before school and if the child manages to avoid fighting with his sister before getting on the bus, he
earns a token. For some kids, waiting all day to earn one token can seem impossible and they will lose interest
fast.
Token economy systems are one of the most effective discipline tools. If it isn't working to change your child's
behavior, don't give up or get rid of the reward plan altogether. Instead learn strategies to overcome the most
common problems with token economy systems. Often, just a few small changes can make a big difference in
helping your child change his behavior.

Common Concerns about Giving Kids Rewards

Sometimes parents are concerned that reward systems are actually bribing their child. Theres a difference
between a reward and a bribe. Rewards are given after the behavior. Bribes are given before. For example, a
parent rewards the child by saying, You did well keeping your hands to yourself. Heres a token. A bribe
would be a parent who says, Heres a token, now please keep your hands to yourself.
We live in a world where we are all motivated by rewards. Most people go to work to earn a paycheck.
Rewarding kids for their hard work is the same idea.
The other most common concern from parents is that they should not have to reward their child for things they
should be doing anyway. Its important to keep in mind that kids sometimes need extra help with certain
behaviors. A reward system is a tool to help fine tune those things that need some extra attention.
Also, you wont have to use the reward system forever. Usually the rewards can be replaced with praise in just a
few months. Once the child has mastered a new skill, they wont require ongoing rewards for it.
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Related Articles
5 Common Concerns About Giving Kids Rewards
5 Common Problems with Token Economy Reward Systems for Kids
How to Create a Reward System for Children
Behaviors That Respond Well to Reward Systems
Free and Low Cost Reward Ideas for Kids
How to Use Positive Reinforcement to Address Child Behavior Problems

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Token economies provide rewards such as chips or tokens that can be used to pay privileges or things.
Learn more about token economies and test your knowledge with quiz questions.

We also recommend watching Cooperative and Collaborative Learning in the Classroom andClassroom
Management Techniques

Definition

Token economies are based on operant learning theory, which states that rewards and punishments
shape behavior. A token economy rewards good behavior with tokens that can be exchanged for something
desired. A token can be a chip, coin, star, sticker, or something that can be exchanged for what the student
wants to buy.
How does a token economy work in a classroom setting? Teachers give students a token when their
behavior matches the desired behavior. On a regular basis the teacher sets up a sale of items and privileges
which students can purchase with the tokens.
How does one set-up a token economy? The first step is to decide what behavior(s) they want to focus on
with their class; for example, perhaps they want to encourage students to turn in homework on time. Once
the list of behavior(s) is complete, the teacher will determine how much each behavior is worth. For example,
turning in an assignment on time is worth one token.
A teacher might also have a list of undesirable behaviors that cause a student to lose a token. If a student
does not turn in assignment, a student might lose one token when the assignment is a week late.

Depending on the age and ability of the students, a teacher might give students the option to bank their
tokens so they do not lose them. The teacher can keep a chart to keep track of tokens that are banked.
What will motivate students? To compile a list of rewards, a teacher will want to consider the interests of the
class and perhaps even ask the class to brainstorm ideas. Once the list is complete, assign values. Design
how often to offer the reward store. Depending on the age of the students and frequency of the behavior, it
might be daily, weekly or monthly. Optionally, you can allow students to choose something when they have a
minimum number of tokens, but management-wise, scheduling time is less cumbersome.

Criticisms

There are two main criticisms of token economies. The first is the concern about dependency on external
rewards. The second is an ethical concern about controlling others. Teachers can be mindful of these
concerns by keeping rewards reasonable and as a supplement to self-satisfaction, rather than being so large
the reward is the only reason a student turns in homework on time.

A token economy is a system of behavior modification based on the systematicreinforcement of target behavior.
The reinforcers are symbols or "tokens" that can be exchanged for other reinforcers. A token economy is based on
the principles of operant conditioning and can be situated within applied behavior analysis (behaviorism). In applied
settings token economies are used with children and adults; however, they have been successfully modeled with
pigeons in lab settings.[1]
Contents
[hide]

1 Basic requirements
o

1.1 Tokens

1.2 Back-up reinforcers

1.3 Specified target behaviors

2 Other features of a token economy

o

2.1 Social reinforcement

2.2 Shaping

2.3 Immediacy of reinforcement

2.4 Learning to plan ahead and save earnings

2.5 Individual and group contingencies

2.6 Consistent application

2.7 Leveled system

3 History of the token economy

4 Problems and controversy

o

4.1 Changes in patient care

4.2 Legal and ethical issues

4.3 Client resistance

4.4 Response maintenance and generalization

4.5 Extrinsic versus intrinsic motivation

5 Recent applications and findings

5.1 Adults

5.1.1 Schizophrenia

5.1.2 Acute units

5.1.3 Substance abuse

5.1.4 Developmental disorders

5.2 Children and adolescents

5.2.1 Developmental disabilities

5.2.2 Schools

6 See also

7 References

Basic requirements[edit]
Three requirements are basic for a token economy.[2]

Tokens[edit]
Tokens must be used as reinforcers to be effective. A token is an object or symbol that can be exchanged for
material reinforcers, services, or privileges (back-up reinforcers). In applied settings, a wide range of tokens have
been used: coins, checkmarks, images of small suns, points on a counter. These symbols and objects are
comparably worthless outside of the patient-clinician relationship, but their value lies in the fact that they can be

exchanged for other things. Technically speaking, tokens are not primary reinforcers, but secondary or learned
reinforcers. Much research has been conducted on token reinforcement, including animal studies. [3]

Back-up reinforcers[edit]
Tokens have no intrinsic value, but can be exchanged for other valued reinforcing events: back-up reinforcers. Most
token economies offer a choice of differing back-up reinforcers that can be virtually anything. Some possible
reinforcers might be:

Material reinforcers: sweets, cigarettes, journals, money (although money holds value outside of the patientclinician relationship)

Services: breakfast in bed, having your room cleaned, activities

Privileges and other extras: passes for leaving the building or area, permission to stay in bed, phone calls,
having your name or picture on the wall.

Back-up reinforcers are chosen in function of the individual or group for which the token economy is set up, or
depending upon the possibilities available to the staff. Prior to starting the staff decides how many tokens have to be
paid for each back-up reinforcer. Often, price lists are exposed or given to the clients. Some back-up reinforcers can
be bought anytime, for other exchange times are limited (e.g. opening times of a token shop).

Specified target behaviors[edit]

There is a broad range of possible target behaviors: self-care, attending activities, academic behavior, disruptive
behavior. A token economy is more than just using exchangeable tokens. [2] For a token economy to work, criteria
have to be specified and clear. A staff member giving tokens to a client just because he judges he is behaving
positively, is not part of a token economy because it is not done in a systematic way. Sometimes client manuals
have specifications how many tokens can be earned by each target behavior. For instance, if making the bed is a
target behavior, staff and clients have to know how a well-made bed looks like: do the sheets have to be put under
the mattress, cushion on top? However, often these specifications are hard to make: behavior such as eating
politely and positive cooperation are hard to specify. While planning how many tokens can be earned by each target
behavior some factors have to be considered: on the one hand clients should be able to earn a minimal amount of
tokens for a minimal effort, and on the other hand clients should not earn too much too soon, making more effort
useless.
Sometimes the possibility of punishment by token loss is included, technically called 'response cost': disruptive
behavior can be fined with the loss of tokens. This also should be clearly specified before the application starts.
Clients can be involved in the specifying of the contingencies.

Other features of a token economy[edit]

Besides the 3 basic requirements, other features are often present. [4]

Social reinforcement[edit]
Token reinforcement is essential, but is always accompanied by social reinforcement. Tokens are intended to make
reinforcement explicit and immediate, and to strengthen behavior, but in the end social reinforcement should be
sufficient to maintain whats been learned.

Shaping[edit]
All principles of operant learning are applied within a token economy. Shaping implies clients arent expected to do
everything perfectly at once; behavior can be acquired in steps. Initially clients can be reinforced for behavior that
approaches the target. If the target behavior is keeping attention during a 30 minutes session, clients can initially
already get (perhaps smaller) reinforcement for 5 minutes of attention.

Immediacy of reinforcement[edit]

Reinforcement will greater influence behavior if given shortly after the response is emitted. The longer people have
to wait for a reward, the less effect and the less they will learn. This is the principle of delay discounting. Immediate
token reinforcement can bridge later reinforcement.

Learning to plan ahead and save earnings [edit]

Sometimes clients can earn larger rewards like the permission to spend a weekend at home, going to a movie, or
having a class excursion. When such rewards would be given at once for one instance of a target behavior, the
scarce resources would soon be depleted and consequently the incentives would be lost. One advantage of tokens
is they can be used to divide larger rewards into parts: clients can save tokens to buy more expensive rewards later.
This implies they shouldnt immediately spend all earned tokens on attractive smaller rewards, and instead learn to
plan ahead. This way they can acquire self-control.

Individual and group contingencies[edit]

Mostly token economies are designed for groups. The system is running for a whole ward or class. Within this group
contingency specific individual goals and reinforcers can be added. Though sometimes a token economy is
designed for only one specific individual.

Consistent application[edit]
The power of a token economy largely depends on the consistency of its application. To achieve this thorough staff
training is essential. Some token economies failed exactly on this point. [4] Token economies imply rights and duties
for clients as well as for staff. When, according to the system, a client deserves tokens, he should get them, even
when a staff member judges he doesnt deserve them because he has been impolite the day before. Family
education and involvement is very important. They can support the system or they can undermine it, for instance by
secretly giving undeserved rewards.

Leveled system[edit]
Often token economies are leveled programs. Clients can pass through different levels until they reach the highest
level. At that point behaviors are performed without token reinforcement. Higher levels require more complex
behaviors. The incentive to progress from one level to the next is the availability of increasingly desirable
reinforcers.

History of the token economy[edit]

In the early 19th century, long before there was any knowledge about operant learning, there were some precursors
of token economies in schools and prisons. In those systems points could be earned and exchanged for many
different items and privileges. Only in the 1960s the first real token economies arose in psychiatric
hospitals. Teodoro Ayllon, Nathan Azrin andLeonard Krasner were important pioneers in these early years.[5][6] The
very first token economy bearing that name was founded by Ayllon and Azrin in 1961 at Anna State Hospital in
Illinois. In the 1970s the token economies came to a peak and became widespread. In 1977 a major study
(a randomized controlled trial), still considered a landmark, was published.[7] This study showed the superiority of a
token economy compared to standard treatment and specialized milieu therapy. Despite this success token
economies declined from the 1980s on. It became fairly quiet on that front due to a variety of problems and criticism.

Problems and controversy[edit]

Especially the application of token economies with adults became a matter of criticism. In addition some
impediments and the evolution of mental health care caused troubles.

Changes in patient care[edit]

Token economies have proven their effectiveness and utility for chronic psychiatric patients, despite requiring
months or even years to achieve optimal results. This causes problems when insurance and government policies
increasingly require the shortest possible hospital stays. Because emphasis has shifted to community-based
treatment, outpatient and home-based care is often the preferred choice over institutionalization. This
decentralization of patient care methods makes it difficult to further study and develop token economies in a
scientific, research-oriented method.

Legal and ethical issues[edit]

Token economies can present issues with concern to patient rights. The right to have their personal properties, basic
comfort and freedom of choice of treatment constrained the possibilities for token economies. In addition, ethical
and personal concerns of staff members arose: is it ethically justified to use cigarettes as secondary reinforcers; is it
human to rely on reward and punishment as means for treatment (behavior modification often is reduced to this by
opponents); isnt sincere human contact much more valuable and effective; and do token economies reduce human
interaction to trade, therefore centering patients' attention (and behavior) upon materials?

Client resistance[edit]
Application of a token economy to adults sometimes triggers client resistance. [8]

Response maintenance and generalization [edit]

Problems with maintaining whats been learned and the generalization toward new situations have been signaled.
When the token programs stops the acquired behavior might disappear again.

Extrinsic versus intrinsic motivation[edit]

Rewarding behavior could increase the extrinsic motivation and at the same time decrease the intrinsic
motivation for activities.

Recent applications and findings[edit]

In the last 50 years much research has been conducted on token economy. The first 20 years were especially
productive. Despite controversy and a lack of implementation token programs are alive and well in several settings.

Adults[edit]
In adult settings token economies are mostly applied in mental health care. The criticism that clients have no choice
and are being forced, is countered by offering them the choice to enter the token program or not to enter, or to leave
again once entered. The vast majority of clients in past studies voluntarily chose to stay in the program. Research
shows the effects of token economies can more or less be divided into three categories:

No effect: 5 to 20% of the clients do not (or minimally) respond to the token economy;

Only effect while the token economy is active and no effect once stopped: in this case the token economy is
functioning as a prosthesis (like a wheelchair; it does not permanently help the patient once terminated but is
necessary to maintain normal functioning;

Well established long-term effects (including community reintegration).

Schizophrenia[edit]
The first token economies were designed for chronic, treatment-resistant psychotic inpatients. Even now token
economies are applied to clients with schizophrenia, who are often resistant to common behavioral treatment
approaches. Sometimes the token economy is used as a lasting prosthesis. [9] Sometimes its used to help such
clients reach resocialization. A token economy (of course always in combination with other interventions) succeeded
in the community reintegration of 78% of the clients within an average period of 110 days, after more than 7 years of
uninterrupted hospital stay.[10] Research shows clients experience the token economy with positive reception.
[11]

Several recent reviews of psychosocial treatment for schizophrenia explicitly mention token economy as an

effective, evidence-based treatment.[12][13]

Acute units[edit]
The application of token economies has been extended from psychiatric rehabilitation services to acute psychiatric
units. A token economy was successful in decreasing the aggression on a ward where clients on average stayed for
less than three weeks.[14]
Substance abuse[edit]

As a result of heavy ethical criticism, token economies developed a negative stigma and, as a result, systems were
sometimes introduced with aliases. This was especially the case in substance abuse treatment settings (although
some systems for smoking cessation continue to use the term token economy). [15] For some time, systems derived
from token economies were used under the name contingency management; initially this was more broadly defined
and referred to any direct coupling of consequences (reinforcements or punishments) with behavior (for example
staying clean [16][17]); later it referred specifically to one kind of token economy.
The community reinforcement approach can be combined with contingency management;[18] tokens are used,
whereas contingency management employs the term "vouchers" (or related terms). Research shows this kind of
token economy is easily applied outside of hospitals and is effective, allowing for less hospital-based treatment although contingency management is used in the treatment of drug abuse in both inpatient and outpatient settings.
Developmental disorders[edit]
Token economy is also being applied in settings for adults with developmental disabilities. Target behaviors can vary
in types of social behavior and self care, or the decreasing of inappropriate and/or disruptive behavior.[19]

Children and adolescents[edit]

Token economies have been applied to children and adolescents with developmental disabilities as well as in
schools.
Developmental disabilities[edit]
A token economy has proven effective in increasing attentiveness and motivation in completion of tasks for children
with developmental disabilities. Research shows it can help to diminish disruptive behavior and promote social
behavior.[20]
Schools[edit]
Token economies have been applied in schools, particularly special education programs as well as in other
programs. Positive results can imply increased attention and decreased disruptive behavior.[21] In educational
settings token economy seems to raise the intrinsic motivation to complete assigned tasks. [22] But theres still need
for more research.[2
Behavior management is similar to behavior modification. It is a less intensive version of behavior therapy. In
behavior modification the focus is on changing behavior, while in behavior management the focus is on maintaining
order. Behavior management skills are of particular importance to teachers in the educational system. Behavior
management include all of the actions and conscious inactions to enhance the probability people, individually and in
groups, choose behaviors which are personally fulfilling, productive, and socially acceptable. [1]
There is a great deal of research related to "behavior change" and "behavior management". B.F. Skinner and Carl
Rogers have given two distinctly different approaches for addressing behavior. Skinner's approach says that any
one can manipulatebehavior by first identifying what the individual finds rewarding. Once the rewards of an
individual are known, then those rewards can be selected that the manager is willing to give in exchange for good
behavior. Skinner calls this "Positive Reinforcement Psychology". Rogers proposes that in order to effectively
address behavior problems, individual must be persuaded to want to behave appropriately. This is done by teaching
the individual the difference between right and wrong including why he or she should do what is right. Rogers
believes that the individual must have an internal awareness of right and wrong.

Uses of behavior management[edit]

Many of the principles and techniques used are the same as behavior modification yet delivered in a less intensively
and consistent fashion. Usually, behavior management is applied at the group level by a classroom teacher as a
form ofbehavioral engineering to produce high rates of student work completion and minimize classroom disruption.
In addition, greater focus has been placed on building self-control. Brophy (1986) writes:
"Contemporary behavior modification approaches involve students more actively in planning and shaping their own
behavior through participation in the negotiation of contracts with their teachers and through exposure to training

designed to help them to monitor and evaluate their behavior more actively, to learn techniques of self-control and
problem solving, and to set goals and reinforce themselves for meeting these goals." (p. 191)[2]
In general behavior management strategies have been very effective in reducing classroom disruption. [3] In addition,
recent efforts have focused on incorporating principles of functional assessment into the process. [4]
While such programs can come from a variety of behavioral change theories, the most common practices rely on
the use ofapplied behavior analysis principles such as positive reinforcement and mild punishments (such
as response cost and child time-out). Behavioral practices such as differential reinforcement are commonly used.
[5]

Sometimes, these are delivered in atoken economy or a level system.[6] In general the reward component is

considered effective. For example, Cotton (1988) reviewed 37 studies on tokens, praise and other reward systems
and found them to be highly effective in managing student classroom behavior.[7] The most comprehensive review of
token procedures to match to children's level of behavioral severity was Walker's text "The acting out child." [8]
There are three main parts to behavior management systems: Whole group, table group, and individual. These can
be things such as marble jars for the class, prize charts for the tables, and a grid chart with 25 spaces for individual
students. There are many different types of charts you can find to use for each part.

[9]

Building prosocial behavior[edit]

Main article: Behavior analysis of child development
Over the years, behavioral management principles such as reinforcement, modeling and even the use of
punishment have been explored in the building of prosocial behavior. This area is sometimes referred to as
"Behavioral Development" orBehavior analysis of child development. Midlarsky and colleagues (1973) used a
combination of modeling and reinforcement to build altruistic behavior.[10] Two studies exist in which modeling by
itself did not increase prosocial behavior;[11][12] however, modeling is much more effective than instruction giving (such
as "preaching").[13][14] The role of rewards has been implicated in the building of self-control[15] and empathy.[16][17]
[18]

Cooperation seems particularly susceptible to rewards.[19][20][21][22]Sharing is another prosocial behavior influenced by

reinforcement.[23][24]
Reinforcement is particularly effective at least early in the learning series if context conditions are similar.[25] Evidence
exists to show some generalization.[26]
Recent research indicates that behavioral interventions produce the most valuable results when applied during
early childhood and early adolescence."[27]
More controversial has been the role of punishment in forming prosocial behavior. One study found that donation
rates of children could be increased by punishing episodes of failure to donate. [28]
The socialization process continues by peers with reinforcement and punishment playing major roles. Peers are
more likely to punish cross-gender play and reinforce play specific to gender.[29][30][31]
Behavior management is used when an individual tries to stop problem behavior from another individual. Behavior
modification and behavior therapy are two ways to help with behavior management. Behavior therapy is used when
an individual is trying to find the course of the behavior, why the individual is behaving the way they are. Behavior
modification is a technique to increase or decrease behavior. Using these techniques, one can achieve behavior
management. (Goal: Making audience more informed on the topics and using proper grammar and neutral
language)
Positive reinforcement, negative reinforcement, positive and negative punishment are all forms of Operant
Conditioning. Reinforcements are when you try to increase behavior, either positively or negatively. If you use
positive reinforcement, you add a wanted stimulus for desired behavior (e.g. awarding good behavior with a treat).
Negative reinforcement is when you increase behavior by removing something unwanted. (e.g., The childs room is
messy and his mom nags him to clean it up, he eventually keeps it clean to remove his moms nagging.)
Punishment is trying to decrease behavior, either by using negative or positive. Positive punishment is when you
add an unwanted stimulus to decrease the targets behavior. (e.g., spanking a child when he behaves badly.) Here,
spanking is being added to decrease his bad behavior. Negative punishment is when you remove something the
target enjoys or likes to remove his or her bad behavior. (e.g. your child comes home past curfew every weekend,

you remove watching TV when he is past curfew, therefore, your childs behavior of coming past curfew will
decrease.) This is negative punishment because your child likes to watch TV, so when you take that away from him
for being late, he doesnt like it, therefore, wanting to come home on time to not get that privilege taken away. (Goal:
to elaborate and give more background to help reinforce the theory.)
Abraham Maslow is a very well-known humanist psychologist with his work for hierarchy needs, in this he describes
that humans have basic needs, and they are not met, that individual will not desire anything else. Maslow also
states that humans are never really satisfied, in that our needs are never fully fulfilled, therefore, can impact on how
we can behave. (e.g., if our needs are never fully fulfilled, then we might not always behave well, even if we do get a
treat for good behavior.) The effect, Hawthorne Effect is the manipulation of behavior to make somebody perform
even better. For example, if youre being studied in an experiment, you might perform better or work harder because
of the attention they are getting. This effect of manipulation is called the Hawthorne Effect. This is interesting
because if we take a child who is behaving very poorly, no matter what, and they were put in an experiment, they
might increase their good behavior because they are getting attention from the researcher. The point of operant
conditioning in behavior modification is to regulate the behavior. It is a method to use different techniques and tie
them all together to monitor how one behaves. It can cause a problem when talking about Maslows Hierarchy of
needs because in this model Maslow goes on to explain how no ones needs are fully met. The highest point on
Maslows pyramid is self-actualization which Maslow argues is the goal in which we do not reach. This can pose a
problem when it comes to behavior modification because one might think, if that individual can not reach that
ultimate goal, why try at all. Self-actualization is the goal in which humans have this sense of belonging or
accomplishment. Humans have needs, just like any other breed of animal and when one type of animal does not
attain th ose goals or needs, there is this feeling of dissatisfaction. When a person does not meet that top goal there
is a void and that person might feel depressed that he or she can not get to that ultimate step. Using these
behavioral modifications or techniques one can train or teach oneself how to better attain these goals. (Goal: to
elaborate and give more information on different psychologists to help people better understand behavior
management.)

http://en.wikipedia.org/wiki/Behavior_modification http://en.wikipedia.org/wiki/Behaviour_therapyhttp://psychology.ab
out.com/od/hindex/g/def_hawthorn.htm http://www.crisisprevention.com/Resources/Knowledge-Base/BehaviorManagement-Strategies

Positive Discipline (or PD) is a discipline model used by schools, and in parenting, that focuses on the positive
points of behaviour, based on the idea that there are no bad children, just good and bad behaviors. You can teach
and reinforce the good behaviors while weaning the bad behaviors without hurting the child verbally or physically.
People engaging in positive discipline are not ignoring problems. Rather, they are actively involved in helping their
child learn how to handle situations more appropriately while remaining calm, friendly and respectful to the children
themselves. Positive discipline includes a number of different techniques that, used in combination, can lead to a
more effective way for parents to manage their kids behaviour, or for teachers to manage groups of students. Some
of these are listed below. Positive Behavior Support (PBS) is a structured, open-ended model that many parents
and schools follow. It promotes positive decision making, teaching expectations to children early, and encouraging
positive behaviors.[1]
Positive discipline contrasts with negative discipline. Negative discipline may involve angry, destructive, or violent
responses to inappropriate behavior. In the terms used by psychology research, positive discipline uses the full
range of reinforcement and punishment options:

Positive reinforcement, such as complimenting a good effort;

Negative reinforcement, such as ignoring requests made in a whining tone of voice;

Positive punishment, such as requiring a child to clean up a mess he made; and

Negative punishment, such as removing a privilege in response to poor behavior.

However, unlike negative discipline, it does all of these things in a kind, encouraging, and firm manner. The focus of
positive discipline is to establish reasonable limits and guide children to take responsibility to stay within these limits,
or learn how to remedy the situation when they don't.
Contents
[hide]

1 Five criteria

2 Preventive measures

3 Using Gerunds

4 Positive Recognition

5 Other Techniques

6 Evidence
o

6.1 Studies

7 Benefits

8 See also

9 References

10 External links

Five criteria[edit]
There are 5 criteria for effective positive discipline:
1. Helps children feel a sense of connection. (Belonging and significance)
2. Is mutually respectful and encouraging. (Kind and firm at the same time.)
3. Is effective long-term. (Considers what the children are thinking, feeling, learning, and deciding about
themselves and their world and what to do in the future to survive or to thrive.)
4. Teaches important social and life skills. (Respect, concern for others, problem solving, and cooperation as
well as the skills to contribute to the home, school or larger community.)
5. Invites children to discover how capable they are. (Encourages the constructive use of personal power and
autonomy.)[2]
Positive Behavior Support (PBS) is a form of child discipline that is a proactive and positive approach used by staff,
parents and community agencies to promote successful behavior and learning at home and at school for all
students. PBS supports the acquisition of replacement behaviors, a reduction of crisis intervention, the appreciation
of individual differences, strategies for self-control, and durable improvement in the quality of life for all.

Preventive measures[edit]
Part of using positive discipline is preventing situations in which negative behaviors can arise. There are different
techniques that teachers can use to prevent bad behaviors:
Students who "misbehave" are actually demonstrating "mistaken" behavior. There are many reasons why a student
may exhibit mistaken behavior, i.e. lack of knowing appropriate behavior to feeling unwanted or unaccepted. For
students who simply do not know what appropriate behavior they should be exhibiting, the teacher can teach the
appropriate behavior. For example, the young child who grabs toys from others can be stopped from grabbing a toy

and then shown how to ask for a turn. For students who are feeling unwanted or unaccepted, a positive relationship
needs to develop between the teacher and student before ANY form of discipline will work.
The sanctions that are listed at the end of the article would be less needed if students have a strong connection with
the adult in charge and knew that the teacher respected them. Teachers need to know how to build these
relationships. Simply telling them to demonstrate respect and connection with students is not enough for some of
them, because they may also lack knowledge on how to do this.
Teachers need to view each child as an account; they must deposit positive experiences in the student before they
make a withdraw from the child when discipline takes place. Teachers can make deposits through praise, special
activities, fun classroom jobs, smiles and appropriate pats on the backs. Some children have never experienced
positive attention. Children long for attention; if they are not receiving positive attention they will exhibit behavior that
will elicit negative attention.
Teachers can recognize groups of students who would not work well together (because they are friends or do not
get along well) and have them separated from the start. Some teachers employ the "boy-girl-boy-girl" method of
lining or circling up (which may be sexist or effective, depending on your perspective).
Another technique would be to be explicit with the rules, and consequences for breaking those rules, from the start.
If students have a clear understanding of the rules, they will be more compliant when there are consequences for
their behaviors later on. A series of 3 warnings is sometimes used before a harsher consequence is used
(detention, time-out, etc.), especially for smaller annoyances (for example, a student can get warnings for calling
out, rather than getting an immediate detention, because a warning is usually effective enough). Harsher
consequences should come without warnings for more egregious behaviors (hitting another student, cursing,
deliberately disobeying a warning, etc.). Teachers can feel justified that they have not "pulled a fast one" on
students.
Students are more likely to follow the rules and expectations when they are clearly defined and defined early. Many
students need to know and understand what the negative behaviors are before they end up doing one by accident. [3]
Involving the students when making the rules and discipline plans may help prevent some students from acting out.
It teaches the students responsibility and creates an awareness of what good versus bad behaviors are. It also
makes the student feel obligated and motivated to follow the rules because they were involved while they were
created.[4]

Using Gerunds[edit]
Gerunds are words ending in "ing". It is believed that using gerunds can help reinforce the positive behavior another
would like to see rather than attacking a bad behavior. For example, a teacher might see students running down the
hall and calmly say "walking" rather than yell "stop running" in an agitated voice. He might say "gently" (an adverb)
instead of insisting "calm down!"

Positive Recognition[edit]
(This addition is an example of "Behaviorism" and is not part of the original Positive Discipline that does not
advocate punishment or rewards.) Positive discipline includes rewarding good behavior as much as curtailing
negative behaviors. Some "rewards" can be verbal. Some are actual gifts.
Instead of yelling at a student displaying negative behaviors, a teacher/leader might recognize a student behaving
well with a "thank you Billy for joining the line", or "I like the way you helped Billy find his notebook." Recognizing a
positive behavior can bring a group's focus away from the students displaying negative behavior, who might just be
"acting out" for attention. Seeing this, students seeking attention might try displaying good behaviors to get the
recognition of the leader.
One persons submits this as a reward method: Students are given stamps in their planner if they do well in a lesson.
When they receive enough stamps from the same subject (usually 3 or 5) the student has a credit. When 50, 100,
150, 200 and 250 credits have been awarded to a particular student, that student receives a certificate. If a student
meets certain behavioural criteria, they are rewarded with a trip at the end of term.

Other rewards:

A special chain or necklace students pass from one to another for doing good deeds.

High fives and positive words.

Awards/achievements on the wall of the classroom or cafeteria.

Other Techniques[edit]
If a student is causing a distraction during class, a teacher might do something to gain the attention of the student
without losing momentum of the lecture. One technique is quietly placing a hand on the shoulder of the student
while continuing to speak. The student becomes aware that the teacher would like them to focus. Another technique
is to non-chalantly stand in-between two students talking to each other. This causes a physical barrier to the
conversation and alerts the students to the teacher's needs. A third technique for a standing group is to gently move
the student next to the teacher.
A funny technique that requires a skilled PD practitioner is "the grocery list look". A gentler version of "the evil eye"
this look is not happy or mad, but focused. The teacher looks at the student, places her tongue on the tip of her
mouth, and thinks about a list of things to do (not to the child!). This focused look, along with silence, makes a
student just uncomfortable enough to change behaviors, not enough to make them feel embarrassed or scared as
an evil eye might.

Evidence[edit]
Studies of implementation of Positive Discipline techniques have shown that Positive Discipline tools do produce
significant results. A study of school-wide implementation of classroom meetings in a lower-income Sacramento,
CA elementary schoolover a four-year period showed that suspensions decreased (from 64 annually to 4 annually),
vandalism decreased (from 24 episodes to 2) and teachers reported improvement in classroom atmosphere,
behavior, attitudes and academic performance. (Platt, 1979) A study of parent and teacher education programs
directed at parents and teachers of students with "maladaptive" behavior that implemented Positive Discipline tools
showed a statistically significant improvement in the behavior of students in the program schools when compared to
control schools. (Nelsen, 1979) Smaller studies examining the impacts of specific Positive Discipline tools have also
shown positive results. (Browning, 2000; Potter, 1999; Esquivel) Studies have repeatedly demonstrated that a
students perception of being part of the school community (being "connected" to school) decreases the incidence of
socially risky behavior (such as emotional distress and suicidal thoughts / attempts, cigarette, alcohol and marijuana
use; violent behavior) and increases academic performance. (Resnick et al., 1997; Battistich, 1999; Goodenow,
1993) There is also significant evidence that teaching younger students social skills has a protective effect that lasts
into adolescence. Students that have been taught social skills are more likely to succeed in school and less likely to
engage in problem behaviors. (Kellam et al., 1998; Battistich, 1999)
Programs similar to Positive Discipline have been studied and shown to be effective in changing parent behavior. In
a study of Adlerian parent education classes for parents of teens, Stanley (1978) found that parents did more
problem solving with their teens and were less autocratic in decision making. Positive Discipline teaches parents the
skills to be both kind and firm at the same time. Numerous studies show that teens who perceive their parents as
both kind (responsive) and firm (demanding) are at lower risk for smoking, use of marijuana, use of alcohol, or being
violent, and have a later onset of sexual activity. (Aquilino, 2001; Baumrind, 1991; Jackson et al., 1998; Simons,
Morton et al., 2001) Other studies have correlated the teens perception of parenting style (kind and firm versus
autocratic or permissive) with improved academic performance. (Cohen, 1997; Deslandes, 1997; Dornbusch et al.,
1987; Lam, 1997)
Studies have shown that through the use of positive intervention programs "designed specifically to address the
personal and social factors that place some high school students at risk of drug abuse, schools can reduce these
young people's drug use and other unhealthy behaviors" (Eggert, 1995; Nicholas, 2995; Owen, 1995). Use of such
programs has shown improvement in academics and a decline in drug use across the board.

Studies[edit]
Studies have shown "that kids who are at high risk of dropping out of school and abusing drugs are more isolated
and depressed and have more problems with anger", says Dr. Leona Eggert of the University of Washington in
Seattle. "They are disconnected from school and family and are loosely connected with negative peers" (Eggert,
1995; Nicholas, 1995; Owen, 1995).
Overall implementing positive programs to deal with Positive Discipline will better the decision making process of
teens and parents, according to some researchers. [5]

Benefits[edit]
Better student-teacher relations. Less teacher wasted energy/frustration. Students recognize desirable positive
behaviors, rather than feel attacked.
Statistics show that each year, close to one third of eighteen-year-olds do not finish high school (Bridgeland, 2006;
Dilulio, 2006; Morison, 2006). Minority and low-income areas show even higher numbers. 75 percent of crimes
committed in the United States are done by high school drop-outs. In order to know how to intervene Civic
Enterprises interviewed dropouts and asked them what they suggest be done to increase high school completion
numbers. Here is what they came up with: 81% said there should be more opportunities for "real-world" learning,
81% said "better" teachers, 75% said smaller class numbers, 70% said "increasing supervision in schools", 70%
said greater opportunities for summer school and after-school programs, 62% said "more classroom discipline, and
41% said to have someone available to talk about personal problems with (Bridgeland, 2006; Dilulio, 2006; Morison,
2006). Through use of Positive Discipline, efforts are being made to prevent occurrences such as dropping out of
school.[6]

See also[edit]

School punishment

Compare with Discipline in Sudbury Model Democratic Schools

Child discipline

Assertive discipline