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Abstract
When implementing schoolwide PBIS in secondary schools, creating effective acknowledgment systems for expected student behavior can be challenging. To overcome this challenge, it is helpful to understand acknowledgement preferences from the student point of view. In this study, we surveyed students in three middle, two traditional, and two alternative high schools to understand their preferences. When presented a list of options, most students endorsed positive notes sent home, free time/fun activity, and snacks. Few students endorsed eating lunch with an adult, wearing something fun, earning a special job in class, and public recognition. School leaders are encouraged to engage students directly by asking them their acknowledgement preferences and adjusting their practices to fit the preferences of their students.
Additional information
Notes on contributors
Ashli Tyre
Ashli Tyre is a Professor and Program Director of school psychology at Seattle University. Her research interests are stakeholder support for the implementation of schoolwide positive behavior interventions and supports.
K. Kawena Begay
K. Kawena Begay is an Assistant Professor at the University of Washington Tacoma and a licensed psychologist. Her research interests relate to equitable assessment practices with a specific focus on the identification of autism.
Kathleen Beaudoin
Kathleen Beaudoin is an Associate Professor in the School of Education at the University of Washington Tacoma. Her research interests include positive behavior interventions and supports and stakeholder voice.
Laura Feuerborn
Laura Feuerborn is a Professor and Director of school psychology at the University of Washington Tacoma. Her research interests are in the fields of social and emotional learning and systemic change processes.