Establishes structured reinforcement systems using symbolic rewards to motivate specific behavioral changes. Includes strategies for defining target behaviors, setting exchange rates, and phasing out tokens.
A Kindergarten sequence focused on building task persistence and management through visual supports, routines, and incremental stamina building. Students learn to use timers, First/Then boards, and self-monitoring tools to sustain attention.
This sequence applies Organizational Behavior Management (OBM) principles to improve employee performance and organizational systems through positive reinforcement, pinpointing, and evidence-based training models.
This sequence explores the strategic use of positive reinforcement in leadership and peer counseling. Students progress from basic praise techniques to designing complex incentive systems and navigating the ethics of behavioral influence.
This sequence explores the interpersonal application of positive reinforcement in leadership, coaching, and mentoring contexts. Students examine how leaders influence group culture and individual performance through specific praise and recognition systems.
A comprehensive sequence for 12th-grade students exploring the psychology of positive reinforcement through the lens of leadership and management. Students learn to distinguish reinforcement from bribery, deliver high-impact praise, design motivational systems, and resolve performance issues using behavioral science.
A capstone sequence for 11th-grade students to synthesize assessment, prevention, and teaching strategies into a comprehensive Behavior Intervention Plan (BIP). Students learn about reinforcement systems, crisis management, and data-based decision-making to create sustainable and ethical behavioral supports.
A comprehensive sequence for undergraduate students in counseling or education, focusing on the interpersonal and technical implementation of behavior tracking systems. Students will learn to build buy-in, deliver high-fidelity feedback, manage reinforcement schedules, provide non-shaming correction, and systematically fade supports for long-term autonomy.
This sequence introduces Pre-K students to the concept of collective responsibility and group goals through a shared behavior tracking system. Using a 'Good Choice Garden' theme, students learn to set goals, track their group's progress, observe positive behaviors in their peers, and celebrate their combined success.
This sequence prepares undergraduate students in counseling and education to adapt standard behavioral check-in procedures (like Check-In/Check-Out) for diverse populations. It emphasizes cultural responsiveness, developmental appropriateness, neurodiversity, and modern remote contexts to ensure equity and accessibility in behavioral support.
A 6-session small-group course for 2nd grade boys focused on managing impulsivity and frustration through the "Stop, Think, Shine" strategy. Students engage in games, role-plays, and reflections to build self-control and social skills.
This graduate-level sequence examines the ethical and systemic implications of behavioral surveillance in schools. Students will critique traditional tracking methods through the lenses of privacy law, psychological theory, and cultural equity to design more humane, dignity-affirming support systems.
This sequence explores the psychology of reinforcement strategies and how they are integrated into behavior tracking systems. Students delve into concepts like positive vs. negative reinforcement, intrinsic vs. extrinsic motivation, and reward schedules to understand how to establish and maintain new behaviors.
Students synthesize previous skills by engaging in a slightly longer task that requires staying seated and focused. The teacher uses a 'stamina chart' to visually track how long the class can work without breaking focus, celebrating the increase in collective time.
This lesson focuses on the concept of 'done.' Students learn to check their work against a visual model to determine if it is complete before moving the material to a 'Finished' bin, shifting the focus from time-based work to task-based completion.
Students learn the logic of 'First Work, Then Reinforcer' using visual boards. The lesson involves completing a low-demand academic task followed immediately by a high-preference reward, reinforcing the concept that persistence leads to positive outcomes.
This lesson introduces visual timers (sand timers or digital countdown clocks) as concrete representations of work duration. Students engage in preferred high-interest tasks for very short intervals to associate the timer's movement with sustained focus.
Students distinguish between 'working' and 'playing' behaviors through explicit modeling and sorting activities. This lesson establishes the behavioral expectations for different classroom modes.
Mastery of the Behavioral Skills Training (BST) model to effectively train staff and ensure the maintenance of skills through reinforcement.
Design of reinforcement systems using non-monetary incentives, gamification, and social recognition to drive workplace performance.
Exploration of feedback as a reinforcer, focusing on the delivery of specific, immediate behavioral feedback in management contexts.
Introduction to the Performance Diagnostic Checklist (PDC) as a tool for root cause analysis to distinguish between skill deficits and motivational issues.
Students learn to translate vague organizational goals into pinpointed, observable behaviors and develop measurement systems for workplace environments.
A deep dive into the ethics of behavioral leadership, debating the line between motivation and manipulation and creating a personal code of conduct.
Students diagnose why certain reinforcement systems fail, looking at factors like lack of immediacy, poor reinforcer selection, and trust issues.
An individual student sticker chart to track work stamina minutes, themed around a rocket ship 'blast off'.
A teacher-facing guide for tracking class stamina building, featuring game rules, graphing tips, and synthesis strategies.
A visual presentation for students focusing on building stamina (endurance) through synthesis of previous task management tools.
A visual checklist for Kindergarten students to self-monitor their work completion by comparing their efforts to a model.
A teacher-facing guide for teaching the concept of task completion, using visual models and 'Finished Bin' routines.
A visual presentation teaching students how to identify task completion by comparing their work to a model and utilizing a 'finished' bin.
A printable First/Then visual board for Kindergarten students, including a variety of task and reward icons for customization.
A teacher-facing guide for implementing First-Then contingencies, including setup for the Mystery Box hook and tips for reinforcement delivery.
A visual presentation teaching the logic of 'First/Then' contingencies for task completion and reward.
A student tracking sheet to record successful completion of timed work intervals, encouraging visual self-monitoring of stamina.
A facilitation guide for teachers to help students understand the concept of time duration using visual timers, featuring modeling tips and common misconceptions.
A visual presentation introducing visual timers and how students can use them to monitor their own work duration.
