http://www.uni.edu/~maclino/bm/purple_paw_tokens.html
On page two of this newsletter the on TRRC program is explained. What is this program? How did it come about? What are the behavioral classes they are trying to elicit? What would be some specific target behaviors they might want the children to emit? Is this system based on reinforcement or punishment? Is it positive or negative? What are the tokens used in this program? What might be some pro's and con's associated with using these tokens? What is the delivery system? What are some pro's and con's associated with the delivery system? How are the tokens banked? What are the pro's and con's? What are the back up reinforcers? How were the backup reinforcers chosen? Are they effective reinforcers? How do the students gain access to the reinforcers? What are some of the outcome measures so the administrators know the system is effective? How effectively are the administrators teaching the students about the system? How effectively are the administrators teaching the parents about the system? How effectively have the administrators taught the other teacher about the system? Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system? What are some problems know to exist with token economies that might be a problem here? What are some questions you might have for the administrators about the system? What additional information might you want to know about the system?
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Poyner Elementary has implemented a token economy program to increase the frequency of students emitting behaviors of being trustworthy, respectful, responsible and caring. This is part of the Waterloo School District is starting the Positive Behavior Intervention System.
If a student is seen emitting one of these target behavior classes, he/she is reinforced with a 'purple paw' ticket. After a student has earned 10 'purple paw' tickets, they can emit a behavior of trading them in for one golden ticket. The students can then emit a behaivor of saving up the golden tickets to exchange for prizes. Prizes include: Sonic ice cream cones, extra recess, popcorn, lunch with Principal and a teacher, extra computer time, and helping the custodian. Parents are asked to encourage their students to be Poyner Panthers on T.R.R.C., by emitting the target behaviors.
This is a positive reinforcement system, that elicits desired behaviors from students. Behaviors may include: telling the truth, raising one's hand to be called upon, cleaning up after oneself, helping peers, teachers and staff, not talking while others are speaking, and so on.
This sounds like an effective system, but the children could choose to emit a behavior of hoarding the 'purple paw' tickets and golden tickets for a long period of time to exchange for a large quantity of prizes at once. The school should have set an expiration date on the tickets to avoid this possible behavior by the students.
The newsletter was not very specific about the details of the delivery system, but it sounds like the staff awards purple paw tickets to students when they are seen emitting a desired behavior. The students must then be able to exchange those purple tickets for golden ones at a designated place in the school or by a teacher. The article also did not mention how the tickets are banked, if the child has possession of the tickets, or if the teacher keeps an account/record of each student's tickets, or if there is a storage place for the tickets in the room. A possible problem with the student's having tickets in their possession, is they could emit a behavior of misplacing their tickets. If the teacher doesn't have a record of the tickets, the student is either out of luck, or the teacher believes them and replaces the lost tickets...hopefully the student is being TRUSTWORTHY and RESPONSIBLE though.
The article doesn't state how the backup reinforcers were chosen, but they appear to be objects and activities elementary children would enjoy. Because kids would probably enjoy the reinforcers, they are likely to be effective, but a record of which reinforcers are chosen most often would be beneficial to future reinforcer decisions.
I don't think the school is teaching the parents how the system works very well, because there have already been problems addressed by myself in this blog post concerning the implementation of this token economy. It is unknown to the reader of the newsletter how effective the administrators are teaching the staff and students about the system, because it is not stated in the article. There is also a possibility that not all people involved support this system, like teachers, parents, and some students may not respond well to the system.
I would like to emit a behaivor of asking the school administrators how they are measuring, or plan to measure the effectiveness of this token economy system. I would also like to know the specifics of the delivery system of the 'purple paw' and golden tickets, like from whom the students receive the reinforcers, and back up reinforcers from.
This sounds like an effective system, but there are a few missing details from the newsletter that parents might have questions about.
This program is known as the Poyner Panther on T.R.R.C, A system focused on Positive behavior. This program came about because of a district-wide initiative to improved positive behavior. T.R.R.C is short for trustworthy, respectful, responsible, and caring. These are the behavioral classes they are trying to have the students elicit. Some target behaviors the students could emit would be to respect their peers along with their elders. Another one could be caring for others the way they would want to be cared for. This system seems strictly based on reinforcement, positive reinforcement. The tokens used in this program are tickets. The concept used for the tokens in this program is good, because they made one ultimate token but gave smaller tokens to encourage students to make their way to the ultimate token. I think the pro’s to this type of token is that it’s a physical object and gives the students encouragement to get more. Another thing is that with their being two different colors and meaning to the tokens it will make the kids want the best one which means they need to work their way to that. Some con’s to these types of tokens would be the fact that it has not identity, meaning anyone can say it’s theirs. This has to do with stealing, sharing, or copying the tokens. The delivery system allows the student to receive 10 purple paws then they can decide whether or not to trade it in for a golden ticket. The pro’s to the delivery system is a good way of getting the students involved in the program because they’re going to want the golden ticket. Con’s would be the fact that the students could lose these tickets and lose out on winning prizes. The reinforcers would be the prizes the kids earn from being T.R.R.C. I think this is an effective reinforcer because it will modify the behavior of the kids. And that is the objective of the program. The students gain access to the reinforcers by receiving 10 purple paws and then trading those in for 1 golden ticket. The golden ticket allows the kids to receive prizes. To tell that the system is effective the administration’s view the students demonstrating the good behaviors that they were looking for. The administration must be doing an effective job at showing the students a good example because in the article it stated that the students are being caught everywhere demonstrating all of these great behaviors. There is most defiantly a chance that not everyone bought into this system of T.R.R.C., many students, parents and even teachers may not be participating in this system. Not everything is set up the correct way. There was no statement of how the administration was going to measure the behavior. Along with a token banker, there wasn't a statement about how the tickets would be accounted for, along with how they would be tracked. The questions I myself would be sure to ask would be my concerns I posted above. Sounds like a fairly effective system they may just need to address a few more details to top it off.
Token Economies
A token economy was created by Poyner Elementary as a consequence of the district-wide positive behavior intervention system by the Waterloo School District.
The goal of TRRC is to elicit trustworthy, respectful, responsible, and caring behaviors. Specific target behaviors might include include being polite by saying things like "please" and "thank you", being to classes on time, doing homework, paying attention during class (no whispering, texting, facebook).
TRRC uses positive reinforcement because you gain a ticket which is positive. Tickets are used in the token economy. The problems with using tickets are they can be lost or stolen. Tickets can also be accidentally destroyed as well. The tickets are delivered as the teachers see people emitting TTRC behaviors. The problem with this type of distrobution is that the teachers can't be everywhere and can't see everything that happens. As a result good acts are missed, which can be frusterating for the kids.
The article doesn't mention how the tickets are banked. It would be fair to guess that the tickets are kept in somewhere in the teachers classroom. Teachers would also be carrying tickets around on their person as well.
When enough purple tickets are recieved, they can traded for gold tickets. When enough gold tickets are recieved, you can trade them in for a positive reinforcer. The reinforcers include ice cream, popcorn, more recess, lunch with the principle, among other things. These reinforcers were most likely picked based on observing what students enjoy. The reinforcers will be effective only if it leads to students emitting the desired target behaviors.
The articles doesn't explain where the students go to receive the reinforcers.
We aren't told of any outcome measures to test the validity of the system. In order to test the validity of the system you need to have clearly defined target behaviors. The school didn't list clear target behaviors for the kids or the students, so they failed at explaining the program. From the small article you can't tell how the teachers were taught, or what they thought of the program.
Hoarding of tickets might be a problem with this token economy. All the students might decide to have lunch with the principle on the same day. The teacher might not reinforce every behavior and as a result some students might exhibit extinction behaviors.
I would ask the principle what specific target behaviors they are looking for. I would also want to know the schedule of reinforcement that they are planning on using. It seems like a good idea, but I think the teachers need to look at the token economy from the students perspective and give clear target behaviors so they don't get discouraged.
The Waterloo school district is initiating a token system in their school. Golden tickets are hand out for good behavior, in order to promote good behavior. When these tickets are saved, they can be cashed in for a coin of sorts. Only then, will these tokens be cashed in for prizes. The prizes are extra recess, microwave popcorn, and helping the custodian. The rewards seem to be options that financially available for the school district. I think it is great that the Waterloo school district is promoting kindness, however I am unsure if this is the best approach. The values and morals behind kindness are, in my opinion, as important as the acts. To communicate trust, respect and inspiration behind kindness is another way to reinforce it. I feel that this program is a good way for children to supportive in their ARKs (acts of random kindness) and also follow through as the token system turns out to be successful or not. These tokens may be considered the back-up reinforcers in this case. If administers at Waterloo schools, see many tickets and tokens coming back through the system, they may consider this program to be working. A question is raised whether or not there is a possibility of not each one “buying into program.” I feel that is it a possibility that some students participate at different motivational levels, as the chance that some may not participate at all. However, I believe in the principles behind this program and it is possible that with time, modifications may take place as seen fit.
SMW
The program of Poyner Panthers is a token system designed to increase good behaviors in children throughout the school district. The system involves purple tickets which are given to students that show good behaviors throughout school. The purple tickets can then be switched in for golden tickets once their have been enough earned. The golden tickets can be exchanged for prizes that reinforce the children for their elicited behaviors. This system came about from the Waterloo school district. They are showing initiative to provide an antecedent for the student to emit proper target behaviors. The target behaviors the faculty are looking for are ones such as being trustworthy, respectful, responsible, and caring. These could be actions such as, helping other students with problems they may be having, helping teachers get things accomplished during classes, and just respecting others. This system is focussed solely on reinforcement. The reinforcement that they are using is the ticket process which they can trade in for desired prizes. It is positive reinforcement because they are giving the students tickets for their good behavior. The tokens used in this program are tickets that can eventually be traded in for prizes that the students would like to receive. The pros for the tickets, is that they are easy to get, inexpensive, and easy to hand out. The cons could be that other students could take them, or the students could trade them amongst each other. The delivery system is simple, any members of the faculty can give the students tickets for their good behavior seen anywhere throughout the school. Pros for this delivery system are that it is easy for students to get recognized for their behaviors. Cons for this system are that different staff members might have different expectations for what to be looking for. The backup reinforcers appear to be prizes that the students can exchange for prizes. These reinforcers encourage good behaviors from the students. The students gain access to the reinforcers by emitting good behaviors, and gathering tickets. The administrators know the system is effective if they are giving out a lot of reinforcers and the students are continuously trying to get more tickets. I am sure the administrators have tried there best to effectively implement the desired behaviors. I would not be surprised if there are some parents, students, or teachers that are not completely sold on the system, but there will always be people that do not like the ideas that are going on, and there will always be people that want to do things differently. I have questions about who exactly the reinforcers are given by, and how the administrators know the system is working.
The Waterloo School District had a district-wide initiation being a PBIS (Positive Behavior Interventions Systems) District. The program, Poyner Panthers on T.R.R.C., focuses on building positive behaviors in children. The program elicits trustworthy, respectful, responsible, and caring behaviors in children. Some examples could be raising their hands, speaking in turn, cleaning up after themselves, or turning in homework on time.
The program is based on positive reinforcement where there is an addition of tokens and reinforcers. The tokens used in the program are known as purple paw tickets and after receiving 10 of them, a child can turn them in to receive 1 golden ticket. This ticket can then be exchanged for a reinforcer like a sonic ice cream cone, an extra recess, a bag of popcorn, lunch with the principal or teacher, or extra computer time. Using these tickets have some pro's and con's. For example, the purple paw tickets are cheap, safe, and easy to count. However, the purple paw tickets can easily be lost, copied and traded between classmates.
Giving the tokens when the children are caught demonstrating the character pillars throughout the day in the hallway, cafeteria, playground, classroom, and assemblies is the administrator's delivery system. This form of delivery system has its pro's and con's. For example, desired behaviors are emitted in every setting and increase the involvement of the students. However, the delivery system does not define who gives out the tokens and reinforcers and where they're stored.
The backup reinforcers are the golden tickets the children can receive after obtaining 10 purple paw tickets. This backup reinforcer can be traded in for prizes that were noted above. How these reinforcers were chosen is not stated within the newsletter, but I would assume they were chosen from the children's interests. There isn't any outcome measures to suggest that the system and these reinforcers are effective except that the purple paw tickets are given out everywhere.
The outcomes are based on how effectively the administrators teach the students, teachers, and parents about the system. The newsletter does not explain the system very well for the parents but it does tell them to encourage their children to participate. Including this, there are several key components that are missing within the system. I do not believe everyone in the district is participating in the system and may not buy into its effectiveness.
I have questions referring to the administrator's delivery system. Who gives out the tokens and reinforcers? When are the tokens given out? Where are the tokens and reinforcers stored? Is there a limit or expiration on the tokens?
The Poyner Panther system for TRRC panther bucks and turned into a prizes and such is a large part to apply and gain accreditation as a 'PBIS District.' (Positive Behavior Intervention System. This is a fabulous token economy example for many reasons;reiforcers like tokens, prizes, food, status.. target behavior in character pillars,TRRC andothers like black market potential, coercion, acknowledgement notice, communication opportunity, token value.
Unfortunately then news item did not define PBIS or the sffiliates, provide statement of meaning or application, offer any ideas or access to resources for further interest or study. These are important things of info to me anyway. Also, I would be more impressed by a individualized example of one individual displaying these TRRC than saying "happening everywhere!!"
Thanks!! --ebs-- 12/5/12 @ 1034hrs. CentricTime
term% black market, reinforcer, token, target behavior
The Poyner Panther on T.R.R.C. focuses on being "trustworthy, respectful, responsible, and caring." When students are caught doing things that are good dealing with these pillars. When they are caught doing good, they recieve purple paw tickets. Once ten have been collected, they can trade them in for 1 golden ticket. Once so many golden tickets are collected, they can be traded for different opportunties. These opportunties may not mean much to older kids, but definitely a lot to the younger students.
The behavior classes they are trying to emit are trust, responsibility, being a caring person, and being respectful to others.
An example of a behavior that a child could emit for a purple ticket is helping a student with their homework. This shows that the student is caring and responsible.
This is an example of positive reinforcement. The reasoning is because it is reinforcing a pleasurable behavior, making the student more likly to emit the behavior again.
The cons of this system is that some student stick out more than others, the students good work may go unnoticed because of different reasons like a distruptive student in the class, etc. Tickets can be lost by young children. Pros are that the students would try to be good in order to get these tickets. It feels good to students when they are recognized for their work. They can also become better students in the long run when they show these traits. Teachers are more willing to work with a student who tries than one who does not!
When a student is showing good behaviors, the teacher will then reinforce them by giving them one of these purple paw tickets. The reinforcement then is the ticket, then the child reinforces themselves to get a gold ticket. I feel that this is a great way to get a child to show good traits.
I feel that the news letter that they had sent out did not give enough detail to the program. I feel that it was just telling them that the program existed and to tell their kids to be good to others at school.
I believe there are alot of issues with this reguarding the students being given these tickets, they could get lost. I also think that teachers need to look at doing the tickets and not giving them (always) right away. I think that kids would get jealous of them and get very upset at the fact that they got the ticket and not that person.
The program that is explained in the newsletter is the TRRC program. The Waterloo School District is implementing a Positive Behavior Interventions System. There focus is to be trustworthy, respectful, responsible, and caring. When students are seen demonstrating these characteristics they are given a purple paw ticket. After a student receives 10 purple tickets they can trade them in for 1 golden ticket. Then these golden tickets can be kept and traded in for prizes.
Some specific target behaviors they might want the children to emit are raising their hand when in the classroom, instead of speaking out of turn. Also, allowing other kids to play with them at recess instead of only playing with the same friend group all the time. This system of behavioral change is based on reinforcement because the children are reinforced for either being trustworthy, respectful, responsible and caring. This is also an example of positive reinforcement because they’re adding something desirable to the situation. The tokens that are used in this program are the purple and golden tickets. Some pro’s to the tokens are that the children are more likely to do kind and caring things for other people in order to receive these tickets for prizes. Some con’s to these tokens are that children might only be nice and respectful to other children for the tickets and the prizes and might not emit these behaviors after they’re not receiving the tickets anymore. For example, when the children are not in school anymore they will not emit these behaviors because they’re no longer being reinforced for them.
The delivery system that is set in place at Poyner is that the children are being given the tickets at school and being observed at school. Some pro’s to this delivery system is that the children are being watched to see if they’re emitting their good behaviors. The con’s to this delivery system is that the children are not being observed at home, therefore their reinforcement schedule isn’t exactly effective for a long lasting behavior. Also, the children know when they’re being watched for their behavior and when they’re not therefore they know they can get away with not being caring, or respectful at home.
The tokens are banked by how many purple tickets they receive and then they can receive 1 golden ticket after they have accumulated enough purple tickets. The pro’s do having the tokens banked this way is that they can easily find out when a child has enough purple tickets saved up because the child would more then likely tell the teacher and therefore receive a golden ticket and then a prize. Some con’s to how the tokens are banked is that children could save up multiple tickets and share them with friends. The program doesn’t seem very specific which makes it hard to know if the teachers keep track of the tickets or if the children do.
The back up reinforcers are the prizes. The prizes / back up reinfocers are chosen by the teachers and then the children have a choice on which one they want to choose from. The children’s options are: sonic ice cream cones, extra recess, a bag of movies, popcorn, lunch with the principal and lead teacher, extra computer time, and helping the custodian. Some of them might be effective reinforcers. Depending on what the child likes. A child who is lactose and tolerant probably would not think ice cream from sonic was a great prize. Also, I don’t know too many children who would think eating lunch with the principal and a lead teacher was a great prize. As well as helping the custodian clean…what kind of prize is that. Students gain access to the reinforcers when they do good deeds or behavior is good ways. Administrators will think the program is effect if many children are receiving several purple tickets for their good behavior. It doesn’t seem as though the administrators are teaching the children about the program at all. The administrators aren’t being effective at teaching the parents about the program either. There were only two small paragraphs explain what the program entails and it doesn’t explain too much. It should tell parents to implement this at home as well, not to just “ encourage your children to be Poyner Panthers on TRRC!”
It seems as though other teachers would have to know about this program in order to try to be successful. Without other teachers knowing about the program, who would give the children the tickets for good behavior? There is a huge possibility that the teachers, students, or parents do not have a buy into the program. The program doesn’t seem well implemented.
Some questions that I would ask the administrators are how do you go about measuring how successful this program is? Are the children really being reinforced for their good behavior? Do you plan on actually changing their behaviors or just changing them for the time being? Are you going to give more information to the parents about this program so they can implement it in their homes when the children are at home and not in school? I would want to know how they know that those prizes will reinforce the children for emitting good behaviors.
What is this program?
The program is the Poyner Panthers on T.R.R.C.
How did it come about?
It came out because the district took the initiative of being a PBIS District- Positive Behavior Intervention Systems.
What are the behavior classes they are trying to elicit?
Being trustworthy, respectful, responsible, and caring.
What would be some specific target behaviors they might want children to emit?
Children might emit behaviors of saying nice things to each other, helping each other out with homework, saying thank you and please, getting homework done, holding the door open for other students, helping out on homework, inviting other students to sit at lunch, etc.
Is this system based on reinforcement or punishment? Is it positive or negative?
It is based on positive reinforcement because the students receive a token and in exchange for the backup reinforce which is an activity that they want to participate in.
What are the tokens used in this program?
Golden tickets and purple tickets
What might be some pro’s and con’s associated with using these tokens?
Some pro’s might be that students will exhibit the target behavior of being trustworthy, responsible, and caring which will make the school environment a better place to be in. Also, the students will get to participate in activities they find reinforcing which will persuade them to emit the target behaviors. Some cons may be that some students may not want to participate in the activity. This may cause these certain students try to deter other students from participating in these behaviors. It could be a domino effect.
What are the backup reinforcers?
Icre cream cones, extra recess, a bag of movie popcorn, lunch with the principal and lead teacher, extra computer time, and helping the custodian.
How were the backup reinforcers chosen?
It doesn’t exactly say but it might have come from the children’s opinions mixed with the teachers opinions.
Are they effective?
I think most of them are besides the lunch with principal and helping the custodian.
How do the students gain access?
They trade in their tickets for these chosen activities.
What are some of the outcome measures so the administrators know if it’s effective?
They can count the number of tickets that are being turned in and distributed and to see which activities are being done.
How effectively are the administrators teaching the students about the system
They are teaching them well.
Teaching parents?
I think it is effective. However, they give know examples of how their children can exhibit trustworthiness, responsibility, respect, and caring.
Teaching teachers?
It is the same as teaching the parents and students. They need concrete behavior examples.
Chance people won’t buy into the system?
Yes. Without any concrete examples, students, parents, and teachers will not know what to award for. Some may just not care.
Problems that exist?
Students may start to hoard tokens. Also, they may start to give up or it may be too easy to gain 10 tickets. They need to be prepared to alter the target behaviors and the backup reinforcers.
Questions might have?
When in the day are the backup plans exhibited? What exactly are the target behaviors and examples that students need to exhibit? How many times can students use their tokens? When is the point when the system needs to be modified?