BEGIN:VCALENDAR
VERSION:2.0
PRODID:Events Booking
BEGIN:VEVENT
UID:6addf4f4a8e6a
SUMMARY:3926.88\, CODE\, Riffel\, Reinforcing Replacement Behaviors 
DESCRIPTION:
 
 
 
 Format: CODE
 
 
 Audience:  Pre-K through 12th
  grade educators.
 
 
 
 
 Area:  School Climate
 
 
 Grade Span:
    Pre-K through 12th Grade
 
 
 
 
 Location: Online
 
 
 Spon
 sor:  HGRESA
 
 
 
 
 Presenter:     Dr. Laura Riffel
 
 
 Co
 ntact hours: 2
 
 
 
 
  HGRESA District Members Only.
 
 
 
 Th
 e difference between a reward and reinforcement. The two terms are inappro
 priate interchanged in dialogue and this has caused a lot of confusion on 
 how we change behavior. A reward is something given for the sake of giving
 . A reinforcer is something that encourages or discourages a behavior. For
  instance\, I do not speed because the thought of losing money through a t
 icket is not something I want to do. Despite knowing the consequences\, th
 ere are some people who do not care about the ticket because they know the
 y will get away with the speeding 9 times out of 10. How do we reinforce s
 tudents who seemingly do not care what will happen?
 Riffel has been cond
 ucting research on reinforcement since 2004. She began this because she wa
 lked into a school that was giving away bicycles to students who were caug
 ht being good. Dr. Riffel does not believe in tangible reinforcers for stu
 dents. Her research found that these are not the things students will work
  for anyway.
 
  
 
 In 2004\, Dr. Riffel walked into a middle school
  that was doing a monthly drawing from students who had been caught being 
 good and one student would win a bicycle. There were over 1000 students in
  the building and this meant the odds of winning a bicycle were slim to no
 ne. After several months\, students quit trying. There were so many things
  wrong with this scenario. The first being that a once-a-month reinforceme
 nt would work for all students and that the opportunity to earn something 
 tangible would be reinforcing for all students. This was their only level 
 of reinforcement.
 We immediately went out and bought spiral notebooks an
 d started walking in schools and asking students during class changing per
 iod at the secondary level and recess at the elementary level\, “What wo
 uld mean the world to you? What could an adult give you that would let you
  know you had done a good job\, but it can’t cost any money?” In all t
 he years since then only one student has broken the code and named somethi
 ng tangible.  It was a fifth grader in Wyoming who said\, “Food would b
 e nice.” (You know what we found out when we inquired).  We found that 
 students do not want tangibles. 
 We later broke their answers down into
  categories after reading Chapman and White’s 2012 research on “Apprec
 iation in the Workplace”. We found a set of categories that all the answ
 ers fit into from Pre-K through 12th
 Riffel will share rationale behind 
 reinforcement and schedules of reinforcement. She will also share a resour
 ce with over 70 pages of reinforcers based on research gathered from real 
 students since 2004.
 
 
 
  
  
 Audience: All
 Age Level: All

  Level: Universal
 Topic: We have to teach and then reinforce the replace
 ment behaviors we want to see.  This presentation focuses on how to reinf
 orce and teach those replacement behaviors.
 Time: Two Hours
  
  
 
  
  
LOCATION:Online
DTSTART:20240220T050000Z
DTEND:20270630T040000Z
DTSTAMP:20261025T062420Z
ORGANIZER;CN=HGRESA Registration:MAILTO:eventbooking@hgresa.org
END:VEVENT
END:VCALENDAR