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1. WW Module 07 BMS

1.1 Behavior Management Systems

Notes:

Welcome to the e-learning training module on What Works in Changing Offender Behavior: Behavior Management Systems. In this module, you will be introduced to concepts associated with modifying offender behavior. We will discuss the importance of creating a behavior management system (or BMS), the elements that comprise it, and how to most effectively implement a BMS.

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1.2 How to Use This Module

Notes:

Before we begin, please take a few moments to review how the presentation works. The core concepts and visuals in this module are intended for use with accompanying in-depth explanations of each slide topic. The in-depth information can be accessed in three ways, depending on learner preference: Module Notes, Audio, and Module Script. Each option contains the same information. Once the audio for each slide has ended, use the navigational buttons located at the bottom of the module presentation window to advance to the next slide.


1.3 Table of Contents

Notes:

This module focuses on behavior management systems. This is an extremely important function in corrections, because it helps improve the supervision and treatment of participants and is closely related to our ability to manage and reduce risk.The first section will provide an introduction to behavior management systems. The second section will discuss components of effective behavior management systems, and focus primarily on reinforcement.. The third section will focus on positive and negative punishment, and how it can be used most effectively to extinguish a behavior, correct antisocial behavior, or change a behavior. The fourth section will discuss how corrections professionals can operationalize behavior management systems. Finally, the fifth section will summarize the module and review each of the learning objectives


1.4 Learning Objectives

Notes:

Upon completion of this module, you will know the goals of behavior management with justice involved populations, understand the major components associated with effective behavior management systems, recognize the appropriate roles that reinforcement and sanctions have in correctional environments, and examine different considerations when designing behavior management systems.


1.5 Section 1

Notes:

Section 1 : Introduction to Behavior Management Systems Section 1 of this module is a brief introduction to the goals of behavior management systems and their importance within the criminal justice field.

1.6 Behavior Management Systems (BMS)


Notes:

Contingency management programs (or CM programs) are based on operant conditioning. Operant conditioning is a style of learning in which behavior is controlled by consequences. Consequences are the result of an action and can be positive or negative. Positive consequences serve to increase the chances of repeating the behavior (reinforcement) while negative consequences decrease the chances of repeating the behavior (punishment). We derive behavior management systems from the principles of contingency management programs, and employ reinforcement and punishment to assist with behavior change. Research shows the use of BMS or CM programs have been effective across criminal justice populations, both adult and juvenile, in dealing with a variety of unhealthy or antisocial behaviors, including substance use, self-injury in inmates, and mental health issues.

1.7 What are Behavior Management Systems?

Notes:

A common understanding is that behavior management systems are simply a set of rules and guidelines to assist correctional staff in disciplining individuals. More specifically, these programs are multi-level systems designed to increase desired behaviors through the use of reinforcements and to decrease unwanted behaviors through a menu of appropriate sanctions. The behavior management system is designed around the principles of effective interventions and follows the core correctional practices of effective reinforcement and punishment of behavior. BMS’s work to change the behavior of the participant, develop pro-


social skills in the participant, and increase that individual’s accountability. The goal is to support long term behavior change. While a BMS encourages participants to follow program rules, the real focus is on developing prosocial behavioral responses over time. Throughout this module we will examine techniques and strategies that can be utilized in an effort to change individuals’ behavior.

1.8 Benefits of Effective Behavior Management Systems

Notes:

There are many benefits and outcomes that can be achieved with an effective behavior management system. First, behavior management systems help agencies maintain order and security, and promote safety, respect, fairness and protections of rights. We should be able to help participants stop engaging in inappropriate behaviors as those behaviors occur. However, if we want participants to stop engaging in inappropriate behaviors for the long-term we need to teach them new behaviors to replace the old ones. Teaching appropriate replacement behaviors is a component of behavior management systems. It is not sufficient for the individual to simply change their behaviors while in a program. Most programs can achieve short-term rule compliance, but only effective programs can bring about long-term behavior change in individuals .

Finally, we want to use behavior management techniques to help the individual learn how to manage their behaviors across a variety of settings.

Consequently, the skills we teach should be helpful not just for staying out of


crime but for other things as well - such as staying out of trouble with those in authority (like parents, teachers or bosses) and also demonstrating achievement in school or work.

1.9 What Works with Behavior Management Systems?

Notes:

While the justice system has placed a great deal of emphasis on responding to violations through the use of punishment, a growing body of research supports that the use of positive reinforcement and negative reinforcement is more effective in changing participant behavior than punishment alone.The behavior management system works on the basis that the staff will shape the individual’s behavior by providing a structured reinforcement and sanction process through behavioral interventions. Every staff person is responsible to the program, the participant , and their self to help the participant make the transition to a pro-social lifestyle. The behavior management system will provide staff with the structure to shape participants’ behaviors, but it is up to the staff to follow that structure consistently to help the participant make the transition from delinquency to pro-social lifestyle.


1.10 Noncompliance / Technical Violations

Notes:

Often noncompliance or technical violations are viewed as an indication that individuals are unable to be successful in the community. While in some instances this may be true, in other instances violations may stem from: a lack of clarity around the terms and conditions of supervision, an individual’s inability to comply (like having restitution requirements that are well beyond one’s means), challenges obtaining employment, or the imposition of so many conditions that compliance is unobtainable. Often, the antisocial thinking and/or poor problem solving skills that led to an individual’s initial conflicts with the law lead them to repeat their past problem behaviors.While it is particularly important for individuals to understand clearly what is expected of them while they are under supervision, it is even more imperative that they recognize and understand the factors that contribute to their rule-breaking and illegal behavior. Individuals must gain the skills that will help them make better choices when they encounter circumstances that put them at risk in the future. This is where behavior management systems are particularly valuable when working with participants.


1.11 Section 2

Notes:

Section 2: Introduction to Reinforcement Now that we have explained the goals of behavior management systems, let’s discuss behavior management systems in greater detail. In this section we will identify two components which comprise a BMS, reinforcement and punishment. We will pay particular attention to the importance of using reinforcement to affect behavior change.


1.12 Components

Notes:

Social learning theory asserts that people learn and adopt new behaviors through observation, skill practice, and positive and negative reinforcement and punishment . Behavioral treatment has its roots in social learning theory. Therefore, effective behavior management systems include the following: use of reinforcers, use of effective praise, use of punishers, effective use of disapproval, and effective use of authority.


1.13 Positive vs Negative Reinforcement

Notes:

Reinforcers and sanctions (punishers) shape human behavior. For a long time within justice systems, sanctions have been used as the primary method to respond to or control participants’ behavior. However, an important aspect of shaping behavior is recognizing and rewarding prosocial behavior. A 2011 study by Woodahl and colleagues indicates that reinforcers should be applied more frequently than punishers when trying to change behavior. More specifically, this study suggests that reinforcement should be used at least four times as often as expressions of punishment in order to enhance individual motivation and encourage the continuation of prosocial behavior. When behavior is reinforced, it is more likely to occur again. By focusing on displays of prosocial behavior and applying reinforcers, corrections professionals can encourage continued prosocial behavior.


1.14 Reinforcement

Notes:

Part of being a change agent is learning to increase desired behaviors in our clients; to do this we use reinforcement. There are two types of reinforcement: positive and negative. We can target a behavior to increase by adding something desirable (positive reinforcement) or removing something undesirable (negative reinforcement). Consider a child who says “please” when asking for something. We reinforce the “please” by giving him what he asked for. The child is then more likely to say “please” again when making a request. This is positive reinforcement.

An example of negative reinforcement would be when a child wakes up in the morning and does his morning routine, without arguing or complaining. His parents remove his TV restriction during breakfast;, meaning he can watch TV again.

Reinforcement increases the likelihood that behavior will be repeated. Effective staff use reinforcement to shape the behavior of participants.

A behavior management system provides staff with structured guidelines for applying reinforcements. In order for reinforcements to be effective, it is important that the system be applied fairly and justly to all individuals.


1.15 Examples of Reinforcers

Notes:

Part of applying the system fairly or justly means similar reinforcers must be available for use. A BMS includes a range of reinforcers for staff to select from.Here are some examples of positive reinforcers: free time, food, tokens, praise, activities and certificates or awards. The specific reinforcer will be unique to the individual, but ultimately should be something they want or find valuable. Examples of negative reinforcers include: reducing chores, later bedtime or curfew, removal of travel or driving restrictions, and reduction in sentence or supervision time. Remember, negative reinforcement involves removing or reducing something the participant finds to be unpleasant. Just as with positive reinforcement, the specific negative reinforcer will be unique to the individual.


1.16 Types of Positive Reinforcement

Notes:

There are four main types of positive reinforcers: tangible, token, activities, and social praise. Tangible reinforcers are material items such as food, clothes, electronic devices, books, and recreational equipment. These are things you can see, touch, taste, etc. Tokens are symbolic items that have value because of what they can be exchanged for or what they stand for. Examples include: money, awards and certificates, as well as tokens/points. Activities include watching television, playing sports, listening to music, playing computer games, and talking on the telephone. Social praise is the most common form of reinforcement. This is verbal praise, be it direct acknowledgement to the individual, group recognition, or indirect praise (praising an individual to a 3 rd

party). It is always helpful to have a variety of reinforcers from each category with a BMS.


1.17 Guidelines for Selecting Reinforcers

Notes:

Once a behavior to reinforce is recognized, then a reinforcer should be applied.

There are specific guidelines that help ensure the reinforcer successfully

increases the changes of the specific behavior reoccurring. A 2007 study by

Bonta and Andrews supports that, in order to be effective, responses to prosocial

behavior should be customized, taking into account what is meaningful to the

individual, rather than using a “one size fits all” approach. Consider, for example,

how effective a “reward” of steak dinner would be to a vegetarian or a candy bar

to a diabetic.

It is helpful to use a variety of different reinforcers so that individuals don’t become satiated with the same reinforcer, which could render it ineffective. When developing a reinforcement system, it is necessary to identify the things that most individuals will respond favorably to (food, extra free time, travel passes, etc.). These items should then be placed on a menu and the individuals should be allowed to choose the reinforcer that is most appealing to him/her. This strengthens the potency of the reinforcer, increasing the probability of the behavior being repeated. There will be some individuals that do not seem to be motivated by typical reinforcers. For these individuals it may be helpful to observe their routine behaviors, and take note of what the individual enjoys or engages in quite often. Then, staff can generate a list of potential reinforcers to use throughout the


individual’s program. For example, a facility noticed that many women always wanted to be first in line for laundry to obtain the least faded clothing. The agency was to able make first pick for laundry an option on their menu of reinforcers.

1.18 Selecting Behaviors to Reinforce

Notes:

We have talked about the types of reinforcement and reinforcers, but which behaviors should we focus on? Participants exhibit many different behaviors. Consider the different behaviors you see from the people you work with. When we reinforce behavior, we want to reinforce pro-social behavior, meaning we want to focus on behavior that is related to leading a positive lifestyle. It is important to remember, that not all behavior exhibited by individuals in the criminal justice system is directly related to the criminal behavior. Certain behavioral expectations should be clearly outlined within a BMS to make clear to both staff and participants the prosocial behaviors desired.

Consider the types of behavior a correctional facility may ask of its inmates. Individuals are required to observe a dress code, carry themselves a certain way, maintain their space according to protocols, etc. The facility may also request that participants show self‐control, avoid fights, attend programming, and be respectful to staff. In some cases, we may need to provide reinforcement for certain individuals who are non-compliant.


When considering behaviors to reinforce (and include in a BMS), consider which behaviors are more likely to help the individual upon termination. First, we should focus on behavior that is most likely to lead to long‐term behavior change. Self‐control, showing respect, avoiding fights, and attending programming are all probably more likely to help the participant in the long run than having a clean cell. Please understand that we are not minimizing the importance of a clean cell, as this is necessary to the safety and security of the institution. However, to support long-term behavior change that will help the individual to avoid future criminal activities, we must include other behaviors as well. The right hand column on this slide goes over a few examples. A few additional example of behaviors directly related to criminal offending, include lying, fighting, and using appropriate coping skills. As we go through the slides on reinforcement and punishment, consider which behaviors we typically respond to - are they the behaviors that are going to help prevent the individual from re‐offending?

1.19 Guidelines for Administering Reinforcers

Notes:

It is also important to identify guidelines for administering reinforcers. Following these guidelines will help increase the strength and effectiveness of the reinforcers. First, reinforcers should be contingent on performing the behavior. Consider the example of a young woman, Mary. She has just started anger management group today. The group leader assigns homework and says that everyone who completes their homework will receive an extra point. Mary comes to group the next session without her homework, but after the leader collects


everyone’s homework, he decides to give everyone an extra point. Mary is probably thinking, “See, I knew I didn’t really have to do this stupid homework.”, “I knew he didn’t care if we turned it in or not.”, or “He probably doesn’t even read our homework.” By giving Mary the reinforcer, even though she did not complete her homework, the group leader reinforced the wrong behavior. Reinforcers should only be given when the appropriate behavior is demonstrated.

The next guideline suggests that reinforcers are more effective when they come immediately after the behavior or knowledge of the behavior, and it is made clear that the reinforcer is a consequence of the prosocial behavior and why that specific behavior was appropriate. Finally, continuous reinforcement should be followed by intermittent reinforcement. Initially, when someone is learning a new prosocial behavior it is best to reinforce every occurrence of that behavior. Once the individual begins to consistently display the behavior, it is then appropriate to reduce the frequency of reinforcement, reinforcing on an intermittent basis. A BMS should include these guidelines for staff to follow.

1.20 Who Should Administer Reinforcers?

Notes:

Who should administer reinforcers?

Many programs often designate staff who manage behavior separately from staff who deliver treatment services. In doing this, they often consider those who manage behavior to be the only staff to reinforce or punish behavior. This can


hinder long term behavior change. It is important that all staff involved in the individual’s life administer reinforcers when they see the individual engage in a prosocial behavior. Therefore, all staff should actively be involved in the reinforcing process. It is equally important to ensure that family and peers are reinforcing prosocial behavior and not antisocial behavior. Lastly, we want the individual to reinforce him/herself.Reinforcement helps individuals develop self-control, self-acceptance, motivation and the learning of competency. Utilization of reinforcements, especially within a level system, aims to make the individual self-directed rather than externally controlled. Our goal is to have the participant learn to reinforce him/herself for something well done. As we reinforce prosocial behavior, the individual begins to learn self-reinforcement. This allows the individual to take responsibility for his/her own actions while supporting long-term behavior change.

1.21 Strategies for Effective Reinforcement

Notes:

A BMS includes strategies for effective reinforcement. In this way, a BMS should include a system for reinforcement. A reinforcement system is designed to provide multiple opportunities to shape participants’ behavior throughout the days, weeks, and months. The system is designed to allow staff to deliver reinforcements and sanctions in the moment with structure in place to ensure that the delivery of these reinforcements is maintained in a correctional environment.


The overall structure of the reinforcement system should be various types of reinforcers. For example: verbal praise, character coupons, a weekly incentive, and achievement recognition. Any staff can provide verbal praise at any time by providing verbal acknowledgement to an individual that they have done well.

Character coupons are a means for staff to reinforce behavior in the moment. These coupons provide a second reinforcement through weekly drawings. Weekly incentives can also be applied for those that earn a specific rating on adherence to program expectations for the week. Finally, mechanisms should be developed so that individuals are recognized for achievements, particularly those associated with prosocial behaviors.

1.22 Effective Social Reinforcement

Notes:

One of the most important components of a BMS is effective social reinforcement.Verbal praise is extremely important in shaping or modifying behavior. Verbal praise is designed to maximize the relationship between the staff and participant to increase a specific desired behavior. Verbal praise should be used immediately and often. As the staff identifies individuals exhibiting prosocial behavior, the staff member should acknowledge those behaviors by providing verbal praise.Remember, before providing verbal praise, it is important to identify a behavior to be reinforced. This can be difficult because we often have been trained to notice


when participants break rules, but not when they engage in positive behavior. We have to begin looking for positive behaviors too!

Related, many correctional staff disagree with the idea of praising “expected” behaviors, however the absence of a problematic behavior is indeed something worth bringing to the client’s attention and offering praise. It is important to recall the purpose of reinforcement: to increase a specific behavior. The more we draw attention to positive behaviors through effective reinforcement, the more we increase the likelihood of those behaviors continuing.

1.23 Effective Social Reinforcement

Notes:

Providing verbal praise is a three step process. Step one requires us to immediately tell the person what behavior you liked or was appropriate. It is very important that you are specific about the behavior that they engaged in and identify the behavior that led to the outcome - “You did a great job controlling yourself and managing your anger when you were fouled on the basketball court.” Make sure that the individual can tell you were impressed by the behavior via your tone and body language.

The second step is to specify why you liked the target behavior. This is important because it ties the behavior to a value or benefit for self and/or others. This helps the individual move from a self-centered view toward understanding how they are


perceived by others when doing the prosocial behavior. For example, you could say, “In the past you tended to respond differently, so it really shows me that you are serious about making changes and using the skills you are learning in groups.”

The final step involves discussing the short and long-term benefits of the behavior being praised. It is best if the participant identifies these rather than you telling them. Ask questions like, “How would continuing to control your anger help you right now? What about in the future?” It can also be helpful to ask about other areas of the individual’s life (family, employment, goals, etc.). This step assists with building intrinsic motivation so the participant recognizes the benefits of continuing to engage in the behavior long-term, and not just in the moment for the sake of compliance. It may not be necessary for this step to occur with every behavior worthy of praise. A good rule of thumb is to incorporate it for behaviors related to criminogenic needs or behaviors with which the individual has had extreme difficulty changing.

After providing verbal praise, you could choose to pair this social reinforcement with a more tangible or token reinforcement (i.e. food or points). We shouldn’t always do this, but periodically pairing the verbal praise with a tangible reinforcer emphasizes how important we view the behavior to be.

1.24 Tokens

Notes:


Another component of a BMS reinforcement system is token reinforcers.

Tokens are a type of reinforcer that have symbolic meaning or that can be redeemed for something more meaningful. Examples of those with symbolic meaning would be AA chips and certificates of completion or achievement. It is important to recognize when participants achieve milestones in the program or on supervision. These milestones might include completion of a treatment curriculum, obtaining employment, or obtaining a GED. The emphasis should be on achievements that will assist the participant in maintaining a prosocial lifestyle in the community. Certificates can be developed for each of the core treatment groups and participants will be awarded a certificate upon completion of the curriculum.

Redeemable tokens are items that can be redeemed for something more meaningful such as gift cards. Many programs, when creating a reinforcement system, will include character coupons, vouchers, or a point system as a way of assisting with immediate and intermediary reinforcement. Let’s look closer at the character coupon.

1.25 Character Coupons

Notes:

The character coupon is provided to a participant at any time for engaging in prosocial behaviors. An individual may be awarded a character coupon when you


observed them walk away from an argument with another person.

Character coupons should be completed by the staff person administering the coupon and given to the individual to keep. These coupons are designed to be a source of pride for the participant. There is a spot on the coupon to note specifically why the coupon was awarded. When filling out the rationale for the coupon, be sure to be specific about the behavior. Write down what behavior the individual engaged in to earn the coupon and why it was a positive choice.

1.26 Weekly Incentives

Notes:

A third component of the reinforcement system includes options for weekly incentives.Weekly incentives will help reinforce those individuals that are choosing to follow program expectations and engage in appropriate behavior and further increase the likelihood that participants continue along this path. This assists with immediate gratification as participants must learn how to consistently behave appropriately to continue to earn the points necessary to exchange for weekly incentives.Many residential programs utilize a point store. Individuals earn points for appropriate behaviors. These points can be redeemed at the end of the week for a variety of incentives. Often the more substantial incentives require more points. Possible incentives, depending on the setting, could be extra free time, lunch with a staff member, going outside, being able to watch a movie or sporting event, a weekend/community pass, bus pass, extended curfew, gift cards, etc.


This type of incentive program is not only helpful for residential programs, but can also be extremely beneficial when attempting to implement a reinforcement system where there are limited resources, like in community supervision. You can use character coupons as a raffle opportunity and select one or more “winners” to choose from a menu of no cost/low cost options. Some agencies have created an additional monthly drawing, and weekly winners can opt out of the weekly incentive by placing their name in the monthly drawing for a larger prize.

1.27 Section 3

Notes:

Section 3: Introduction to PunishmentNow that we have discussed reinforcement, this section will explore the importance of using punishment to hold participants accountable and decelerate the occurrence of specific behaviors. Much like reinforcement within a BMS there is a system established for effectively decelerating antisocial and inappropriate behaviors.


1.28 Why Punish?

Notes:

Consider punishment… people punish for a variety of reasons. Some punish because they are angry or embarrassed, some seek revenge. Other times punishment is used to send a message to both individual and others. Yet other times, people punish to simply stop a behavior in the moment. When considering the goal of long‐term prosocial behavior change, there should only be three reasons correctional professionals apply a punisher. The first is to extinguish the behavior or in other words, to stop the behavior. The second reason is to correct an antisocial behavior. The third reason is to change behavior. In the following slides we will discuss how to most effectively punish; specifically, how to use punishments to stop, correct, and change antisocial behavior to prosocial behavior.


1.29 Punishment

Notes:

Just as with reinforcement, there are two ways to punish a behavior. We can target a behavior to change, in this case decrease, by adding something undesirable or removing something desirable. Consider a child who did not complete her chores. We could provide her with more chores to do the next day or we can decrease her allowance by a specific amount. Both approaches are targeting the behavior of not completing her chores by either adding something unpleasant (more chores) or removing something pleasant (money).

Punishment decreases the likelihood that a behavior will be repeated. As previously stated, the behavior management system provides staff with structured guidelines for applying reinforcement and sanctions. In order for reinforcements and sanctions to be effective, it is important that the system be applied fairly and justly to all individuals. In this way a system with clear guidelines for the use of punishment must be included. While punishment and punishers are the technical terms, most BMS’s use the terms sanctioning and sanctions. We will use technical terms, but the two are synonyms.


1.30 Examples of Punishers

Notes:

A BMS has specific punishers outlined and attached to different levels of behavior. These punishers should include both positive and negative options. Some examples of positive punishers include increasing the following: chores, reporting, length of sentence, length of supervision, as well as number of community service hours. On the other hand, examples of negative punishers include: reduction in points, earlier bedtime or curfew, restricting travel or driving privileges, and loss of privileges such as free time, phone calls, visitation, etc.


1.31 Guidelines for Administering Punishers

Notes:

As with reinforcement, it is important to identify guidelines for administering punishers within the BMS. The closer a punishment is administered to the target behavior, the more likely the individual is to tie the punishment to the behavior. Be aware of policies that require administration to internally review minor sanctions before a punishment can be administered, because this can delay the process of issuing the sanction and decreases its effectiveness as a punisher.Unlike reinforcers, which should be administered on a continuous and then intermittent schedule, punishers should stay on a continuous schedule. Each time the negative behavior is performed there should be some form of punisher or attempt to extinguish that behavior. Keep in mind that one can extinguish behaviors through planned ignoring, but this should be purposeful, and not about letting the behaviors go.Individuals must pair the behavior with the punisher, otherwise the target behavior won’t decrease. It is important for staff to be specific about what behavior was undesirable.For minor behaviors, precede the punisher with a warning cue to give the participant the opportunity to self-correct. This does not mean that several warnings need to be given. Be clear that if the behavior is not discontinued, a punisher will follow.Staff should avoid reinforcing the same behavior immediately after punishing, as this can diminish the effectiveness of the punisher. Additionally, after the punishment is issued it is important that the disapproval ends; staff should not continue to focus on the behavior. For example if a participant is sent to his room for raising his voice at staff, staff should not spend time in the participant’s room


talking with him. This is because providing the individual attention can be reinforcing.

1.32 Potential Barriers

Notes:

There are inherent barriers that tend to occur when using punishments to change behavior. The first is that after administering a punishment, you may actually see the unwanted behavior increase. This is often temporary and an initial rebellion against behavior management structure. Many of the individuals on caseloads have never experienced consistent consequences for their behaviors. Remaining consistent with the punishment process typically resolves the issue.Another barrier is that punishment stops behavior, but the individual doesn’t replace the negative behavior with an appropriate behavior. When individuals lack motivation and skills to change their behavior, punishment can lead to hiding their antisocial behavior or temporarily suspending it. For example, when we drug test clients and issue sanctions for positive screens - what might the client do? They may stop smoking marijuana and switch to K2. We start seeing behavior where the individual behaves to avoid getting caught rather than improving the specific behavior. Therefore, it is important to discuss an appropriate competing behavior.This raises another issue. Even when we do discuss alternative prosocial behaviors, we often do not ensure individuals have the capacity to change their behavior. Sometimes we forget that simply changing a behavior is difficult. When the individual does not possess the power or ability to change problem behavior,


they will most likely end up repeating it again. So, if you address an unwanted behavior, you may need to assist the participant in not just identifying, but also learning new acceptable alternative behavior to exhibit in the future.Finally, staff should be aware of the signs pointing to the negative effects of punishment. We should look for individuals who withdraw, become upset, or begin to become aggressive. There may also come a point where the individual has lost so much that they have nothing else to lose. At this point, the misconduct can become more reinforcing than the loss of any more privileges. We should also be aware of reinforcement of antisocial behavior that comes from other participants and seek to mitigate it through the use of effective behavior management systems.

1.33 Effective Disapproval

Notes:

A BMS includes guidelines for staff to follow when disapproving of a behavior. Effective disapproval is a type of punishment that is considered a lower-level sanction. Just as with effective reinforcement, effective disapproval is a skill with specific steps to follow.When providing effective disapproval to a participant, place more emphasis on this conversation than on the type of interaction that we experience in day to day conversation. This will help to elevate its importance and to increase the chance that the individual will remember it in the future.Once the behavior to be punished has been identified, step one is to immediately tell the individual that this type of behavior or speech is inappropriate. We want to


be behaviorally specific in our language. For example, rather than telling an individual that they are “out of control”, you might say, “I see that you have your fists clinched and you are yelling loudly.” This allows the individual to focus on the exact behaviors that they need to avoid in the future.In step two, we explain why the behavior was inappropriate. In the clinched fist scenario, we could tell the participant, “When you clinch your fists and yell, people interpret it as threatening and it tends to lead to conflicts with others.”The third step reviews the short and long-term consequences of continuing the behavior we are disapproving. In this step, you are helping the individual recognize the short- and long-term negatives of continuing to act in an antisocial way. It’s extremely important for the participant to identify these negative consequences themselves. Just as with reinforcement, this step internalizes the inappropriateness of the behavior and makes it less likely to continue.The fourth and final step allows us to discuss and model an alternative prosocial behavior. If we fail to help the individual identify how to handle the situation differently, very often they replace one negative behavior with another.When appropriate, one could also pair the disapproval with another sanction. Remember, sanctions should be applied consistently and in a timely fashion to have the greatest effect. Staff will be responsible for monitoring participant behavior and applying sanctions. It is important for staff to learn and understand program expectations, and follow a sanctioning grid when applying a sanction to a behavior. In doing so, staff consistently apply consequences.

1.34 Effective Use of Authority

Notes:


Another type of skill included in the BMS that we can use to assist in changing behavior is effective use of authority. It is common for staff to have to intervene with individuals who are not following rules or who are being disruptive. Effective use of authority is used to give the individual a chance to adjust their behavior and come back into compliance using a non-confrontational, careful, and honest manner.

It is very important that this intervention is a brief discussion. The purpose is to outline the expectations and consequences around a problem behavior. This conversation not only highlights the negative consequences associated with non-compliance, but also reminds the participant of the positive consequences of complying. Both expectations and consequences are clearly outlined.

1.35 Effective Use of Authority

Notes:

There are five steps to using effective use of authority.

The first step is to point out to the individual the expected behavior. For example, we would not tell a participant that he is “out of hand” or that he is “being dramatic.” Instead, we might say something like “Mr. Davis, I need for you to lower your voice and use a respectful tone.”


In steps two and three, we state the negative consequences if the individual continues to not comply, and then indicate the positive consequences if they do comply - “If you do not lower your voice and speak respectfully, I will walk away and this conversation will be over. However, if you do lower your voice and talk to me respectfully, we can continue the conversation so that I can hear your side of the story.”

The fourth step asks that we give them a nudge towards compliance. For some individuals this could mean reminding them of instances where they have followed the rules, for others, it could mean stating that we know they are capable of making good choices. Initially, this could be shocking to some individuals, as they may not be used to hearing from someone in our position that we view them capable of positive decisions. You can say something like “We’ve had respectful conversations before, so I know you can do this.”

The fifth step highlights that ultimately the individual is in charge of their decisions and they have a choice. We will follow through accordingly based on the choice made. “Thank you for lowering your voice, Mr. Davis; now will you please tell me what’s going on?” Or “Because you’ve decided to continue to yell at me, I’m ending this conversation. You can approach me when you can do so respectfully and with a lower tone.”These steps only work if you follow through!

1.36 Additional Tips for Success


Notes:

Here are a few additional tips for success when using effective disapproval or effective use of authority. It is important that we focus on the behavior and not on the participant as a person. We want to communicate that they have made poor or bad decisions, not that they are “bad” people. It is also necessary to be direct and specific. We do not want to turn these conversations into lectures. Following the steps as indicated will assist in keeping these discussions brief. The longest aspect of the conversation could be during effective disapproval while discussing the negative consequences. This information is being elicited from the individual, so they are doing the talking, not us. It is also important that we remain calm at all times, and use a level tone of voice in order to be most effective and avoid power struggles. Lastly, it is important we follow through with any consequences discussed. If there is a supervision review process for the antisocial behavior, make sure to word your discussion in a way that allows for multiple outcomes. Only state what is within your direct control. This will help keep us from unintentionally undermining the authority.

1.37 Behavior Contract

Notes:

As part of the BMS, a behavior contract can be an effective tool in encouraging behavior change in participants. A behavior contract is a contract between two or more people that lists specific behaviors that all parties will perform and the consequences that will result if they do not. The consequences include both what sanctions will be imposed if the individual does not perform the targeted


behavior, as well as the reinforcer the individual will receive for performing the target behavior within the designated timeframe.

Behavior contracts should be used when an individual engages in a repeated problem behavior. Typically, the individual will have been given a sanction, according to the sanctioning grid, but he/she continues to engage in the problem behavior. The contract is designed to target a specific behavior to change.


Notes:

A behavior contract should be negotiated between the staff and individual receiving the contract. Once a meeting is scheduled with the individual, concerns regarding the individual’s behavior should be discussed. Together, staff and participant should decide what would be an appropriate reinforcer for performing the targeted behavior. However, it is the staff person who designates the appropriate sanction for not performing the behavior. Be sure the focus of the contract is on helping the participant to make better decisions, versus staff’s attempt to control the participant. Discuss how continuing the identified behavior can be problematic in the short and long-term.



Notes:

The target behavior listed on the behavior contract is the behavior you want the individual to perform, rather than the behavior you want them to stop. This helps the individual learn what to replace the problem behavior with. For example, if the individual continues to receive write-ups for not following staff instructions, the target behavior would be to follow staff instructions for a designated timeframe.

It is important to avoid general behaviors such as “respecting staff” as this is too broad and difficult to measure. Be very clear with the participant as to what needs to be done to receive the reinforcers listed in the contract.

Depending on the frequency of the problem behavior, contract times can range from a few hours to a few days. Avoid timeframes that exceed a week, especially if the behavior occurs on a regular basis. If a target behavior is achieved by the individual, and he/she is given a reinforcer, the contract can always be continued for a longer period of time to promote continued behavior change. Once the terms of the behavior contract have been agreed to, be sure to decide who will be monitoring the behavior, who will be giving the participant the reinforcer or sanction, and when they will be receiving it. It is very important to follow through with the consequences stipulated on the contract, whether a reward or punishment, otherwise an escalation in the problem behavior is possible.


1.40 Punishment: What’s the Goal?

Notes:

In summation, we must ask ourselves what is the goal when delivering a punishment- immediate compliance or long-term behavior change? Ultimately, force and threats work to gain immediate compliance. The problem is that these don’t sustain a long term change in behavior. Individuals typically comply when being monitored, but they revert back to the prior behavior as soon as they believe they can get away with it. If our goal is to return them to the community better than when they arrived - we need to take the extra few minutes to teach them how to change. We want them to learn to make pro-social choices even when no one is looking and after their freedom is returned.


1.41 Section 4

Notes:

Section Four: Operationalizing Behavior Management Systems Now that we have spent some time discussing the components that make up a behavior management system, let’s turn our attention to how to develop an effective BMS. This section will explore how to create a reinforcement and sanctioning grid, as well as how to use these in conjunction with a phase system.


1.42 Laying the Foundation: Staff

Notes:

When beginning the process of developing a behavior management system, it is important that all staff are on board with the plan. In order for this system to be most effective, it must be delivered consistently and with fairness to all individuals involved. It can be helpful to create an implementation team to assist with getting individuals on board. It is most effective when these teams include staff from every type of position represented within the agency, allowing every position to have some input into the discussion. Oftentimes, it is the line staff who have to implement the bulk of the plan and yet they are not included in any decision making processes.


1.43 Laying the Foundation: Expectations

Notes:

In the beginning stages, we should review all the current rules and expectations. In conducting the review, the emphasis should be to ensure that the expectations present are necessary for a crime-free lifestyle and the safety and security of the facility or community. Oftentimes, in efforts to cover every potential possibility, agencies create a long litany of rules. This can make it appear as though nothing is acceptable, making it easy for the staff to become overwhelmed. One way to prevent this is to inquire of staff which rules are the most and least observed, or enforced. Staff often have their own views on certain rules, and if there are staff that do not enforce certain rules that will create a problem with the implementation. Therefore, it is worth asking is this rule necessary? At the very least, agencies can identify gaps in training needed for staff to perform well.It is also helpful to review the wording of the rules/expectations. These should be written so that the participant is clear on what behavior he/she should be exhibiting. While we often inform individuals what behaviors to stop, it is more effective to inform them what behaviors are expected. For example, programs often say, “no profanity”; but effective behavior management systems say “speak using a respectful tone and words, using respectful language.


1.44 Laying the Foundation: Sub-committees

Notes:

Now it is time to develop committees to address the various components of the BMS. These will cover the reinforcement system, a sanctioning grid, a phase or level system, and a way to monitor and provide feedback to staff once the BMS is implemented to ensure continuous quality improvement.


1.45 The Reinforcement System

Notes:

Keeping in mind the various reinforcers we have discussed in this module, it is important to develop a detailed plan for how staff will reinforce prosocial behaviors when they witness them. This plan should be extremely detailed. Remind staff to use the steps of effective social reinforcement (verbal praise). Indicate the types of behaviors that might warrant extra points or a character coupon. If extra points are given, is it going to be 1 point or 5 points or more? The more details included in the plan, the more we will ensure that every staff member is implementing the system as designed.It is also necessary for each individual agency to identify exactly what type of reinforcers are available. Residential programs tend to have more flexibility, being able to leverage things such as chores, free time, TV privileges, bed time, etc. Community supervision often has to look to those conditions or sanctions that are more flexible (reduced community service hours or fines, extended curfew, removal from electronic monitoring, etc.). While some of these examples may need the approval of the court, many are generally no cost options, and it can be helpful to also explore low cost options or see if gift cards could be donated.”. This menu can be used for the weekly incentives as well as the monthly incentives. Most agencies get creative with the monthly incentives and make those larger or more meaningful items. Some residential facilities have even had “Resident of the Month” - usually with a more creative title. The client’s picture or something else to represent them is hung up for the month, and they are able to have lunch with the director. Remember, having a wide range of reinforcers allows us to take into account that what may be considered a reinforcement to one individual may not be to another.


1.46 Sanctioning Grid

Notes:

Just as we should target and reinforce prosocial behaviors, it is also necessary to strategically manage inappropriate behaviors. It is recommended that staff review the types of infractions participants can incur and rank them according to severity. It is also helpful to divide these infractions into 3-4 categories, such as Level 1-4. Once this is completed, staff should do the same thing for sanctions. Then, staff should look at the options available as sanctions and determine which types of sanctions best respond to the inappropriate behavior. Ideally, the grid matches the severity of behavior to their sanction. For example, if a participant missed curfew two times in one week, an appropriate sanction is early curfew for one week. Providing a tiered menu of options for punishment allows staff to individualize their response based on the individual, and also helps prevent over-punishment.


1.47 Phase System

Notes:

Another important component of a strong BMS is the incorporation of a phase system. Phase systems are another way to reinforce participants for prosocial choices and encourage participants to demonstrate prosocial behavior. They are a tiered system that requires participants to be prosocial in order to advance to the next phase. This is generally measured through a review of points received or maintained, behavioral infractions, and possibly the ability to demonstrate skill acquisition based on programming. As the participant advances, each phase affords more baseline privileges. Therefore, the system itself is a reinforcer, as it rewards advancement with more privileges. This approach also requires the individual to earn privileges. Many residential facilities design their program so that the individual must advance through the last phase prior to release.


1.48 Continuous Quality Improvement

Notes:

After a BMS has been developed, a plan should be devised to monitor it closely while also providing feedback and coaching to the staff. The importance of fidelity to a model has been found time and again and results show fidelity to be critical to the success of a program. It is natural for staff to drift from the model. Continuous quality improvement provides monitoring and feedback so staff can be informed of their strength areas related to the system, as well as areas for growth. Specific feedback and coaching can be provided on exactly what needs to be done or said to improve staff application. While this is critical during the initial implementation phase, it is also important that staff continue to be monitored and coached on a monthly, quarterly, and bi-annual basis based upon their performance.


1.49 Rolling it Out

Notes:

When rolling out any newly designed program or system, we can learn a lot by piloting the program before major changes are made across the entire agency. Many agencies choose one unit or floor to assist with the pilot. After identifying the appropriate staff, it is necessary to determine a time frame for the pilot (i.e. 3 months). During this time a mechanism needs to be created for both staff and clients to provide their feedback around the behavior management system. It is important that administration follows up on all concerns and determines if it is something that needs to be tweaked, or if it is a user-error.Once all administrative decisions have been made, staff participating in the pilot should be provided with training and explanation of the BMS. During this training, we incorporate the core principles and key background around reinforcement and punishment. All questions should be answered and an emphasis should be placed on the importance of consistency in order to make the BMS the most effective.Once the pilot is complete, all information should be reviewed and necessary adjustments made. At which point the remainder of agency staff who were not a part of the pilot should be trained and the BMS made effective for all.


1.50 Summary

Notes:

In summary, the behavior management system is a mechanism through which we can affect both short-term and long-term behavior change. If staff consistently and fairly employ the system, teaching clients short- and long-term positive consequences for prosocial behaviors and short- and long-term negative consequences for antisocial behaviors, intrinsic motivation is raised and the individual learns to self-reinforce. By holding individuals accountable, they learn to acknowledge and practice appropriate behavior.


1.51 Section 5

Notes:

Section 5:Review of Learning ObjectivesThis module has provided an overview of behavior management systems, identifying strategies for both short and long term behavior change, as well as an overview on the creation and implementation of a BMS. Let’s review the learning objectives identified at the beginning of this module.


1.52 Review of Learning Objectives

Notes:

Our first objective was to know the goals of behavior management with justice

involved populations. We learned that behavior management systems use

operant conditioning to employ reinforcement and punishment when dealing with

criminal justice populations. When clients behave prosocially, we want to provide

positive reinforcement to encourage the continuation of these desired behaviors.

However, when negative or antisocial behaviors are demonstrated, we use

punishment to discourage the continuation of the behavior being exhibited.

Research indicates that reinforcement should be applied at least four times as

often as punishment when working toward successful behavior change.



Notes:

Objective two was to understand the major components of effective behavior

management models.

The two major components of a behavior management system are reinforcement

and punishment. Reinforcement can be used positively by adding a desired

stimulus, or negatively by taking an undesired stimulus away. Examples of

positive reinforcement include things like verbal praise and tokens, while

examples of negative reinforcement include things like a reduction in chores or in

sentencing. Conversely, punishments can be used positively by adding an

undesired stimulus, or negatively by taking away a desired stimulus. Examples of

positive punishment include increasing chores or reporting, while examples of

negative punishment include loss of privileges, such as free time or cell phone

use.



Notes:

With objective three, we learned to recognize the appropriate role of

reinforcement and sanctions in correctional environments.

Remember, we should only reinforce appropriate or prosocial behaviors,while

sanctions (or punishers) should be provided for inappropriate or antisocial

behavior. Administering the reinforcement or punishment immediately after the

behavior is demonstrated will help strengthen the individual’s connection of what

is acceptable and what is not. It is most effective to have all staff working

together to provide these reinforcers and punishers, and even friends and family

when it is an option.



Notes:

Finally, objective four was to examine different considerations when designing

behavior management systems.

To implement the most effective behavior management system, it is important to

seek input from all staff areas across the agency. Additionally, quality assurance

can be provided when we support staff through periodic monitoring and feedback

as they use the BMS.

Having a clear set of rules and guidelines for the BMS will not only protect

against things like over-punishment, but will also allow participants to know what

is expected.

A phase system can support ongoing reinforcement as individual participants

move from one level to the next.

Remember, the BMS should encourage both short-term and long-term change in

our clients.


1.56 Thank You

Notes:

This concludes our module on Behavior Management Systems. Thank you so much for your interest and participation. We hope you find this information helpful to your work.


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