Introduction to the Motivation
System
Pre-Service Workshop
Definition of the Motivation System
A behavior management system designed
to provide a systematic, positive approach
for motivating a youth to engage in
behaviors that aid in his/her future
success.
Rationales for using the Motivation
System
• Promotes systematic and consistent
treatment
• Systematic method of delivering positive
and negative consequences.
• Record of treatment and youth progress.
Goals of the Motivation System
• To motivate youth to work toward goals and learn new
skills.
• To create awareness that behaviors generate
consequences (cause and effect relationship).
• To provide a way of delivering rewards and
consequences that will be effective, but also allow the
youth to remain in the community during treatment.
• To help the youth move from high structure and artificial
reinforcers to low structure and natural reinforcers.
• To eliminate points. To increase youth's internal
motivation and reliance on natural rewards and
contingencies.
Types of Motivation
• Positive and Negative
– Positive = youth only earns points for appropriate behaviors.
– Negative = youth only loses points for inappropriate behaviors.
(demerit system)
– Positive and negative = youth earns points for positive behavior
and loses points for negative behavior.
• Flexibility
– Inflexible = specified number of points available. Once lost they
can't be regained.
– Flexible = limitless ways of earning and losing points. Anything
lost can be regained.
• The Teaching Family Model motivation system is both
positive/negative and flexible.
Advantages of system that is both
positive/negative as well as flexible
1.
2.
3.
4.
5.
6.
7.
Allows us to increase appropriate behaviors through positive
reinforcement.
We can simultaneously decreases inappropriate behavior through
response cost.
We can target unlimited behaviors.
We can provide constant feedback to youth. Allows us to teach youth
how to accept criticism and feedback.
Allows us to pair artificial consequences with both positive and negative
natural consequences (poor grade may earn negative points and extra
study time).
It allows us to take an overall positive approach to treatment. Youth can
always earn back part of what was lost (positive correction).
This system is less restrictive. The youth's behavior determines the level
of restrictiveness.
Material Reinforcers
• Examples: money, candy, clothing, toys,
tokens, stickers, etc.
• Disadvantages
– expensive
– limited in number
– not usually immediate
– difficult to match size to behavior
Privileges or activities
• Examples: movies, TV, phone, radio, games
– Advantages
• inexpensive, you have them in your home
• usually don't require conditioning, youth already like these
things
• variety
– Disadvantages
• must be delivered all at once – can not customize the size
(how can you give half a movie?)
• easily used up (satiation)
• limited in number
• not always immediate
• difficult to deliver due to cost, scheduling
Social reinforcers
• Examples: praise, smiles, physical affection,
attention, high fives, etc.
• Advantages
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always available (although some of us are stingy with them)
natural
free
not easily used up
difficult to satiate someone
immediate
contingent (only delivered for desired behavior)
can become conditioned rein forcers
Social reinforcers
•
Disadvantages
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Not initially reinforcing for most of our youth (not
conditioned or significant enough until youth has
developed relationship with you).
This is why we pair social reinforcers with points
(natural with artificial).
Using social reinforcers helps us build relationships
with youth and teaches them (through modeling)
how to use social reinforcers with others.
Tokens
• Examples: points, poker chips, stars on star chart, smiley faces, etc.
• Advantages
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Immediately earned or lost
Infinite - unlimited opportunity to teach
Doesn't infringe on youth rights if taken away
Can equal behavior (size)
Easily recorded, convenient
Flexible - represents the most meaningful privilege to each youth
Tangible - youth knows where he stands at all times
Contingent - only delivered for desired behavior
Controllable - you determine the amount
Can be re-earned (positive correction)
• Disadvantages
– Must be conditioned
– Artificial, not natural
– Must be faded out to promote generalization
Social Learning Theory Principles
• Immediacy = points given or teaching started
within 60 seconds after the behavior occurs.
• Contingency = points only awarded if the desired
behavior occurs. Privileges contingent on points
accumulated.
• Size = match the amount of points to the
difficulty of the behavior, significance, time
needed, and opportunities to engage in the
behavior.
Social Learning Theory Principles
• Deprivation = the youth must experience not earning
privileges occasionally, this will motivate the youth to
earn privileges.
• Satiation = The youth won't get tired of earning points.
This is prevented because of the number and variety of
back up reinforcers (privileges).
• Response cost = negative points or loss of privileges
• Reinforcement = positive points, social reinforcement,
privileges
• Conditioning = pairing points with privileges so that the
points become reinforcing.
Introducing Youth to the Skills Card
• Give reasons for using the skills card (to identify youth’s
strengths and weaknesses, teach connection between
behavior and consequences, to provide frequent
feedback about behaviors, to earn privileges, etc)
• Show youth how to fill out skills card correctly
• Teach youth how he earns positive and negative points
• Discuss how the youth can seek opportunities to earn
points
• Teach youth how to accept positive and negative point
consequences and practice.
Figure 2E
Skills Card Mechanics
1.
Types of interactions
Social skills teaching = _______
Academic skills teaching = ______
Independent living skills teaching = ______
Positive to negative ratio = __________
Target teaching skills = _________
Skills Card Mechanics
2.
Number of interactions
Primary Treatment Parent = ______
Secondary Treatment Parent = ______
Daily youth = _____ interactions/day
Weekly youth = _____ interactions/day
Subsystem youth = _____ interactions/day
Skills Card Mechanics
3. Quality of interactions
Behaviorally specific = _____ labeled and
specific _____ recorded
Positive correction = youth has a chance to
immediately earn back _____ _____ after
earning negative points
Appropriateness of consequences =
determined
by youth’s _____ system level and type of skill.
Skills Card Mechanics
4.
Teaching to academic skills on card
In _____ own handwriting
Neat, legible, _____ correctly
_____ correct
Card filled out _____, accurately, free from
stains, doodles, etc
Card Conference
1.
2.
3.
4.
5.
6.
7.
8.
Youth totals up skills card, determines daily difference
Treatment Parent checks the card for accuracy
General praise of major positive behaviors
Brief discussion of major problem behaviors, preventative
teaching
If youth did earn privileges, PRAISE
If youth did not earn privileges:
a) use a mater-of-fact voice and brief empathy
b) give encouragement and set goals for the next day
Ask youth to fill out new skills card
Treatment Parent praises youth for participation in card
conference and awards positive points for this
Practicing Using Point Cards
Label the type of skill: S, A, or IL.
• Following Instructions
• Accept No
• Completing Job Application
• Daily Chore
• Reading Newspaper
• School Behavior
• Disagree Appropriately
• Greeting Skills
• Study Hour
• Menu Planning
Label each phrase as a Curriculum
Skill (S) or specific behavior (B).
• ask permission
• personal hygiene
• said "okay, sure"
• Volunteering
• roll eyes, yell
• brushed teeth and hair
• rational problem solving
• sighed, walked away
• good eye contact
• accepting compliment
Fill out the sample point card after listening to examples from
the trainer
Daily and Weekly Point
Systems
Daily and Weekly Systems Defined
• Daily System:
– Daily is a restrictive level of the motivation system with fewer
available privileges. A youth buys a privilege package each day.
The teaching emphasis is on the four basic skills.
• Weekly System:
– Weekly is a less structured level of the motivation system which
allows for more privileges and responsibility. Separate privileges
are purchased once a week for various point amounts. The
teaching emphasis is on more advanced and individualized
skills.
Rationales for Daily and Weekly
DAILY
Helps youth learn new behaviors
WEEKLY
Delayed gratification
Basic skills are focus
More advanced skills are focus
Shaping of small but vital behaviors
Provides opportunity for intermittent
reinforcement
Cause and effect is paired with
response cost
Approximation to real life
Time to pre-teach many skills
More privileges for fewer points
Daily System Mechanics
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•
Definition: Youth earn points for a ___________ to buy privileges for the next_______________
Privileges: Youth purchase privileges as a ______________(all or nothing). .Privileges available are: Basics,
snacks, T.V., telephone, free time I, allowance I.
•
Points: Privileges cost__________. Extra points can be added to the youths' system standing or saved in a "point
savings" account and used for____________ ____________
Daily Point Range: ________________points for appropriate behaviors with __________being the typical amount.
Maintenance tasks and practice role plays are worth fewer points than social skills.
For minor inappropriate behaviors, ______________is the norm. The youth earns up to half back with positive
correction, so the net loss is only______________________
When deciding how much behavior is "worth." remember the principle of size and take into account:
the difficulty of the______________, ________________it took to do the skill or task, opportunities to
engage in the______________
•
Teaching Emphasis: Most teaching occurs in _________________skills.
Treatment Parents would average _______________interactions per day.
Treatment Parents use ______________reinforcement.
•
Zero Rule: If the youth's point total on the card drops below zero at any time during the day, privileges are
suspended immediately, pending a ______________ _____________.
•
Successful Completion: Youth reaches
system standing.
Youth is able to use ____________ _____________80% of the time.
Youth has earned privileges _______ consecutive days.
Treatment Parent and Consultant approval.
•
Next System: Weekly
Privilege Menu
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Basics: The youth has the freedom to walk around the house, have free time in his
room, do fun activities in the house like playing board games, playing the piano, etc.
Snacks: The youth can have snacks in addition to the three meals per day. These are
often more reinforcing when they are paired with social time, i.e., popcorn while
playing a game, ice-cream while visiting together.
Electronic Media: The youth can play video games, hand held games, listen to the
radio/CD’s/iPod, watch T.V., however, this doesn't mean unlimited T.V. time. The
Treatment Parent monitors the amount of time and type of programs, considering
what is reasonable and age-appropriate. Some discretion may be used for music
content as well.
Telephone: The youth can make local phone calls to friends. This is separate from the
contact with family, caseworker, and attorney that the youth has a right to at all time,
unless he is out of instructional control.
Free Time I: The youth has free time in the yard and in the general vicinity of the
house (visible from the house).
Free Time II: The youth has free time away from the home to participate in an activity
without direct supervision such as going to the mall, going to a movie, walking to the
store to buy a snack, etc. The youth must have a definite activity in mind and a time
limit, he can't just "hang out" somewhere.
Privilege Menu (cont.)
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Allowance: Daily youth earn 50 cents each day they earn their privileges.
The allowance is paid weekly - maximum of $3.50. Weekly youth may buy
$3.50 at the end of the week for 3,000 points.
Allowance II: Weekly youth may buy an additional $1.50 at the end of the
week for 5,000 points.
Bonds: Weekly youth may buy bonds at the end of the week for 3,000 each
bond. Bonds are use to advance to the Achievement System. Once
purchased, bonds cannot be spent. All bonds are lost for running away.
Specials: The youth can use extra points saved in his "point savings"
account to purchase special privileges such as renting a video, having own
breakfast cereal, special shampoo, etc. The "cost" of these items are
negotiated with the Treatment Parents. Daily youth may not purchase extra
allowance or Free Time II since these are Weekly privileges.
Note: Even though youth have earned privileges, they still need to ask
permission to use them. When youth do not have privileges, their time is
very structured. They must stay in the vicinity of the Treatment Parent doing
assigned tasks such as role-playing, report writing, extra chores, extra
homework, etc.
Point Savings Sheet
Suggested Savings Menu
Purchase Price
1,000
2,000
2,000
3,000
3,500
3,750
Item Purchased
3 small candies or
1 large candy
15 minutes extra
video game time
½ hour extra bedtime
buy out of daily
chores (1/wk)
$1 value for purchase
1 hour extra bedtime
Extra Point Suggestions
Weekly System Mechanics
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Definition: Youth earn points for a ___________ period to buy privileges for the next
week.
Privileges: Youth purchase privileges_______________. Privileges available are:
Basics, snacks, electronic media, telephone, free time I and II, allowance I and II,
bonds.
Points: The youth totals up points every day, however, privileges are bought once a
week. ________evening is best time for weekly conference.
The first 5 privileges must be bought ________ _______. After the first 5 are
purchased in order, additional privileges can be purchased in any order.
When a youth ends the week with extra points, these may be saved in a "point
savings" account to be used for ___________privileges. Youth begin a new week with
zero points.
When a youth ends the week with a negative total, those points go to
“______________ ______________”.
A “__________" is a required amount the youth must earn every day to keep his
weekly privileges and helps the youth work on having appropriate behavior all week,
instead of taking it easy at the beginning of the week. With a bridge of 1,000 to 6,000
points, the youth has the points needed to buy privileges at the end of the week. The
bridge is reduced as youth gets closer to moving to the Achievement System.
Weekly System Mechanics (cont.)
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Weekly Points Ranges:
Typically points are _________the daily amount for
appropriate behavior and the same for inappropriate behavior.
Teaching Emphasis: Most teaching occurs in ___________ behaviors.
Treatment Parents should average________ interactions per day.
Treatment Parents use __________reinforcement.
Zero rule:
If the youth's weekly point total on the point sheet drops below zero,
privileges are suspended at total-up, pending a return to___________
Successful Completion: Youth purchases
_________bonds.
– Youth is able to use _________skills 80% of the time.
– Youth has been able to purchase first
________________privileges 3
consecutive weeks.
– Treatment Parent and Consultant approval.
Next System: Achievement.
Point Sheet
Make-up System
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•
•
If a youth does not earn his daily or weekly privileges, the Treatment Parent
has the option to offer the Make-up system.
Daily youth: The youth must earn twice his daily difference (20,000). At the
point in the day he reaches this amount, he pays 10,000 to purchase his
privileges back for the rest of that day. This 10,000 is recorded on the
negative side of the point card. The other 10,000 is used to purchase
privileges for the next day.
Weekly youth: If the youth was unable to buy any privileges at the end of
the week (or can only buy a few), the youth can earn 5,000 points above his
bridge or above an amount pre-determined by the Treatment Parent. At the
moment he achieves this amount, he pays 5,000 (written on the negative
side of the card) to purchase first 5 privileges until the next card conference.
His bridge (or the amount predetermined by the Treatment Parent) will be
added to his system standing to purchase the next week's privileges at the
next card conference. He may purchase privileges back on a day-to-day
basis.
Additional Information about the
Motivation System
•
Handling sick days: Treatment Parents have three ways to handle it when
a youth is sick:
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Option 1 Pro-rating or averaging point total for the week and awarding that
amount (good for weekly youth).
Option 2 Award daily difference for skills such as taking care of health, eating
something nutritious, getting rest, not using privileges, etc. (good for youth
who are obviously sick).
Option 3 Skip that day and the youth resumes where he left off (good if child
didn't have privileges or you are in doubt about how sick he really is).
Maximizing the effectiveness of your motivation systems:
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Treatment Parents should never pay off behavior with privileges. Always pay
off behavior with points and then have the youth buy the privileges with the
points. This strengthens your motivation system because the youth will want
to earn points to get what they want.
Never use yourself as a "punishment" for inappropriate behavior (i.e.,
shouting, name-calling, sarcasm, ignoring, hitting, etc.). Let the motivation
system "punish" inappropriate behavior. This helps maintain positive
relationships.
ACHIEVEMENT SYSTEM
• Achievement System is A Motivation System which:
– Provides feedback to a youth on his behaviors, but is less
structured and less immediate than the other point systems.
– Awards privileges without having a specified daily difference.
– Reflects status for achievement since a wider choice of
privileges is available.
– Teaches youth to be less dependent upon structure, but does not
remove the personalized attention and education that comes
with a token economy.
– Allows youth the opportunity to work on needed problem areas,
but also to earn special, individualized privileges.
• Rationales for Family Teachers/Treatment Parents:
– Allows for consistency and continuity of the token economy.
– Provides continued monitoring of basic skills (behaviors are not
allowed to deteriorate).
– Provides for a positive daily conference.
– Relies on subjective impression of youth's overall skills rather
than detailed tracking system.
– Allows opportunities to target areas that need improvement while
maintaining control of other behaviors.
– The visible mechanics (checklists) prompt attendance to youth
behavior and are conducive to charting youth behavior.
– Allows greater creativity in designing special privileges and
independence oriented goals - it can be fun!
Rationales for Youth
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Flexible, positive motivator
Can buy "special" privileges
Basic privileges awarded without a
set daily point total.
Shows status for achievement
Less structure
No skills card.
Determining Youth Readiness for
Achievement
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Youth has acquired skills necessary
to advance to Achievement
Utilizes alternative skills 80%
Youth earns 50 bonds
Family Teacher/Treatment Parent
approval
Consultant approval
Achievement Checklist
Achievement Card
Responding to Youth Behaviors
• Minor negative behavior.
– teaching interaction
– loss of points at nightly conference or lower rating.
– natural and logical consequences
• More serious negative behaviors.
– loss of some or all of daily privileges (natural or logical
consequences)
– loss of some or all of savings
– daily difference required to earn privileges
– removal from achievement system to more structured system
– renegotiation of points for "special“ privileges
– sub-system
Achievement “Special Privilege List
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Transportation to jobs, dates, events
Special snack item
Extra TV time
Later curfew
Attend a concert
Take family out to eat
Later bedtime
Rent a movie
Select a family outing
Long distance call
Extra allowance
Special hygiene item
Buy out of chore
Attend a sports activity
Have a party
Plan the menu
Spending more time at natural home
Transitional living
No structured study hour - based on grades
Special times with Family Teacher/Treatment Parent
Establish own schedule
Special game, tool, music tape, clothes, etc.
Independent Living Skills
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Money management
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Job seeking skills
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Checking and savings accounts
Budgeting
Investments
Loans, credit cards, and establishing credit
Taxes
Life insurance
Consumer skills
Developing vocational interests
Advertisements
Resumes and job applications
Job interview
Housing
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Deciding type of dwelling
Apartment or house seeking skills
Interpreting lease, rent and buying documents
Insurance and home payment budgeting
Home furnishing, decorating, and repair skills
• Transportation
– Car
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Consumer skills in car buying
Insurance, tags, registration
Driver's education and license
Car maintenance
– Bus, air and train transportation
• Understanding schedules
• Getting around terminals
– Road maps, planning economical trips and traveler services
• Health care
– Health insurance
– Health maintenance skills
– Getting good medical and dental care
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Government agencies
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Voting and government functioning
Community resources
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Unemployment
Civil service
Welfare
Grants
Taxes
Food stamps
Consumer protection agency
Planned parenthood
Stop smoking clinics
Parks, zoos and other recreational services
Church organizations and services
Better Business Bureau
University extension services
Sex education
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Physiology
Myths
Dating
Planned Parenthood and contraception
Marriage
Divorce and separation
• Creative leisure time
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Music and art
Crafts
Collections
Recreation and life sports
Hobbies
• Legal process
– Law enforcement agencies
– Legal rights (Legal Aid Society)
– Handling traffic offenses
• Energy conservation
– Energy sources and their futures
– Energy saving practices in the home
– Being prepared for energy and food shortages
Subsystem
• When to Use:
– Youth's behavior is severely inappropriate:
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Major infraction of house rule
Infraction of the law
Unusual behavior for that youth
Disastrous public event
Serious chronic behavior problem
• WHEN NOT TO USE:
– For a routine behavior
– For an acceleration or escalation of minor inappropriate behavior
• SUBSYSTEMS ARE USED TO:
– Teach alternative behaviors
– Repair damaged relationships
– Be restrictive
– The amount of the subsystem may vary according to the:
Severity
• Frequency
• Public visibility
– of the behavior problem.
• Remember:
– Look for opportunities to teach to the competing behavior
– The majority of points earned should be in the problem area
rather than in the maintenance task area
Subsystem Behaviors?
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Drug related behavior
Smoking
Runaway
Lying
Stealing
Unexcused school absence
Lost point card
Swearing at Family Teacher
Hitting another youth
Sneaking food
• *RATIONALE FOR SUB-SYSTEM*
– The goal of sub-system is treatment. Removing the youth from their
regular system and target areas provides the opportunity for intense
teaching in the problem area.
• *RECOMMENDED NUMBER OF INTERACTIONS*
– 20+ Interactions per day.
• *CRITERIA FOR SUCCESSFUL COMPLETION*
– Youth earns back the number of points that were assigned to the
subsystem (usually between 100,000 and 300,000 points). FamilyTeacher agreement concerning behavior improvement.
• *MAKE-UP SYSTEM*
– 40,000 points. 20,000 for next day's privileges and 20,000 to buy back
lost privileges.
• *NEXT SYSTEM*
– Daily, Weekly, or Achievement depending on behaviors and effort while
on Subsystem.
Types of Sub-Systems
• Credit
• Straight Fine
• Time-Based
Credit Subsystem
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*PURPOSE*
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*LONG TERM CONSEQUENCES*
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5,000 to 10,000 per day until system requirement total is earned.
*PROCEDURE*
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Basics, Snacks, Electronic Media, Telephone, Free Time I
*DAILY DIFFERENCE REQUIREMENT*
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Youth must earn specified number of points toward subsystem while simultaneously earning
points for the regular system. Youth must accomplish one "free" task per day.
*PRIVILEGES AVAILABLE*
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Adds an additional daily requirement to original point system but does not replace system.
*SHORT TERM CONSEQUENCES*
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Less serious offenses (first runaway, repeatedly poor school note, repeated use of privileges
without permission).
Youth carries regular skills card for regular system. Keeps subsystem points on second skills
card. Youth must earn required points on subsystem card before earning privileges on
regular system.
*SPECIAL NOTES*
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Less punishing than other subsystems because youth can earn regular privileges and stays
on regular system.
Straight Fine Subsystem
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*PURPOSE*
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*LONG TERM CONSEQUENCES*
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20,000 per day until system total is reduced to “0”. Total is 100,00- 500,000.
*PROCEDURE*
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Basics, 'f Snack, T.V.
*DAILY DIFFERENCE REQUIREMENT*
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Youth earns fewer privileges for a higher daily difference.
*PRIVILEGES AVAILABLE*
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Removed from progress on regular pint system and loses all points accumulated to the point.
*SHORT TERM CONSEQUENCES*
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Used for moderately serious behaviors (2nd runaway, 1st stealing, repeated lying, etc.).
Take youth off regular system and cancel all accumulated points.
Write “subsystem” and the amount on a new point car
Reduce system by the total earned each day.
*SPECIAL NOTES*
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Most common subsystem used. Requires careful Family-Teacher monitoring to keep youth
from “giving up”.
Time Based Subsystem
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*PURPOSE*
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*LONG TERM CONSEQUENCES*
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Basics, 1 Snack, T.V.
*DAILY DIFFERENCE* 20,000 -- 30,000
*PROCEDURE*
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A daily difference of 20,000 or more Is needed for privileges for each specified "punishment"
day.
*PRIVILEGES AVAILABLE*
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Youth is removed from progress on regular system and prevented from earning his/her way
off the subsystem too quickly. The youth is not "back on the street" where authorities might
feel he/she has gotten off too easily.
*SHORT TERM CONSEQUENCES*
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Very serious behaviors, such as joyriding, assault, major theft, etc.
Take youth off regular system and cancel all accumulated points. Determine number of days
system should last and establish a daily difference. Maximum number of days is 30. Mark off
day's daily difference earned on a calendar. Points earned above or below daily difference
don't count.
*SPECIAL NOTES*
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Time based is very difficult. Use only when all other options have failed and you are about to
lose the youth to a more restrictive program.
Blank Sub-System Worksheet
Example Sub-System Worksheet
RESOURCES
Overview
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•
A new youth comes to your home or perhaps you are a new Family Teacher
coming to a home that has been established with youth living there. The
youth with whom you will be working have many tasks to accomplish and
goals to achieve during their adolescence. One of the primary tasks that an
adolescent has during this period is to learn to be able to relate to authority
in a positive manner that leads to positive results, e.g., he should be able to
disagree with adults in such a positive manner that the adults will be
inclined to listen to him and perhaps to change their opinion after listening to
the youth.
One of the first things that you will want to do as a Family Teacher is to
establish some commonalties; that is, it is important that you make certain
that your goals and the goals of your youth are coinciding. If your goals and
the goals of your youth do not coincide, it will be very difficult for you to
encourage them to achieve a goal they do not consider important. At the
same time, you want to introduce your expectations to the youth in your
home. You need to establish a method of letting them know what you expect
of them, what is acceptable, and what is not acceptable.
• All of the above will be accomplished more readily if the youth with
whom you are working have a certain degree of motivation.
Motivation can be described as some inner drive or impulse that
causes a person to do something. Frequently, the youth with whom
you will be working lack motivation to do many of the behaviors you
will want them to do and may have considerable motivation to do the
things which you consider undesirable.
• If you are to establish commonalities, that is, make certain that your
goals and the goals of your youth are the same, then you need to
find a method of motivating the youth that is acceptable to you.
Within the Teaching Family Model, the motivation systems have
been developed that have been found to be effective in motivating
youth to learn desirable ways of acting.
• The motivation systems are a method of encouraging the youth's
interest in a subject matter to be taught through the utilization of a
structured approach to delivering consequences. The purpose of the
motivation systems is to encourage the youth to learn and perform
the behaviors the Family Teacher wishes. The motivation systems
provide a definite methodological approach to insuring such interest.
The interest is achieved by utilizing a structured approach to
delivering consequences. Thus, the motivation systems are definite
and detailed approaches to providing positive and negative
feedback to the youth on behaviors he/she exhibit.
• The major goal of the motivation systems is to develop within a
youth the ability to function without the support offered by the
motivation systems. The motivation systems are structured in such a
way that they can lead a youth from a situation in which the youth
needs extensive structure and feedback to a situation in which very
little structure and feedback is required.
• As the structure within the various motivation systems decrease, the
youth is encouraged to respond to natural and logical
consequences. Eventually, the youth then will be encouraged to
utilize natural and logical consequences as the sole motivators of
his/her behaviors.
Reasons for the use of the
Motivation System
•
•
The motivation systems have been found to be an effective tool
that can be used to better educate hard-to-teach children. The
effectiveness of the motivation systems has been established
through utilization over given time periods. By hard-to-teach
children, we are referring primarily to children lacking in some
degree of motivation.
The motivation systems provide an external motivation that leads
to the development of internal motivation. Through the utilization
of the motivation systems, a Family Teacher is able to establish a
goal that becomes of interest to the youth, thereby providing an
external motivation that encourages the youth to achieve the
goals set by the Family Teachers. The motivation systems
reinforce the youth whenever he or she works toward the goals
set by the Family Teachers.
• The motivation systems provide a systematic method of delivering
consequences. This is a system — no hit or miss tactics are
involved. There is a definite method, within the motivation systems,
of praising youth. There is a definite method, within the motivation
systems, of letting a youth know when her behaviors are not
acceptable. Because the motivation systems contain systemized
methods of delivering consequences, the youth can be informed of
what is expected of her. The methods then provide for fairness.
Through utilizing the motivation systems, a Family Teacher
acquaints the youth with her expectations, makes the youth aware of
the consequences that will follow for positive or negative behavior,
and fairly delivers the consequences after the behavior has been
performed.
•
•
The motivation systems, because of their structure, are geared to aid a
youth in developing internal discipline. They aid a youth in developing this
internalized discipline by gradually withdrawing external structure. Within
the motivation systems, there is a system for a youth who would benefit
from extensive structure, a system for a youth who would benefit from
moderate amounts of structure, and a system for a youth who would
benefit from minimal structure. If used progressively, these systems will
help a youth develop the internal discipline necessary to function on the
succeeding system. Thus, the motivation systems can assist a youth with
little internalized discipline who requires extensive structure to develop
enough internalized discipline to eventually be able to function with little
structure.
The motivation systems provide a record of progress. While a youth is on
any of the motivation systems, a daily record of her behavior is kept. This
record of behaviors can then serve as a daily progress report on the
youth. These daily progress reports can be most helpful in developing
treatment plans or progress reports that are written to agencies and
parents.
•
•
The various motivation systems are artificial systems. When working with
hard-to-teach youth, it is very cumbersome to provide logical
consequences for minute-to-minute behavior. Because minute-to-minute
feedback is necessary in order that a youth may begin to develop
internalized discipline, the motivation systems are a structure to provide
the necessary feedback to the youth under the guidance of the Family
Teacher.
The motivation systems are methods of providing maximum feedback to
the youth. Each day, the youth is shown, through the motivation system,
which behaviors are acceptable and which behaviors are not acceptable.
Each day, through the motivation system, a youth is shown the values of
certain behaviors. Each day, through the motivation systems, a youth is
shown how her behaviors lead to definite outcomes. Each day, through
the motivation systems, a youth is reminded of the expectations of her
Family Teachers. Thus, the most important reason for the utilization of the
motivation systems is that it allows the youth, through a constant
feedback mechanism, to begin to understand (1) that her behaviors have
a definite effect on her lifestyle, and (2) that through development of an
internal discipline, she can have direct control over her lifestyle.
•
•
•
•
•
•
The motivation systems are:
DAILY POINT SYSTEM
WEEKLY POINT SYSTEM
ACHIEVEMENT SYSTEM
SUB SYSTEM
MAKE-UP SYSTEM
•
THE DAILY POINT SYSTEM
– The daily point system is used primarily for youth who require constant and
immediate feedback on their behaviors. Of all the systems, the daily point system
provides the most structure within which a youth can learn. Thus, the daily point
system is utilized for a youth who has very little motivation to perform the
behaviors desired by the Family Teacher. The daily point system, through the
positive and negative point values assigned to various behaviors, aids in
establishing a variety of appropriate behaviors which will eventually come in
contact with natural reinforcements. On the daily system, a youth primarily learns
basic skills, i.e. following instructions, accepting criticism, accepting no, and
disagreeing appropriately. These skills are critical to enable the learning of
additional, more sophisticated skills on the next systems.
• THE WEEKLY POINT SYSTEM
– The weekly point system is a system which involves less
structure than the daily point system. As the name implies, the
weekly point system teaches a youth to delay gratification by
purchasing privileges on a weekly basis, thus helping her to
learn how to monitor and to control her own behavior. A youth is
shown that she may compensate for a negative behavior by
performing a positive behavior or having a particularly positive
day. The weekly point system does not focus on all behaviors
that the youth exhibits throughout the day. Instead, it teaches the
youth how to maintain new behaviors under conditions of less
structure and more remote feedback. This is accomplished by
targeting specific behaviors of the youth that need improvement.
Behaviors which are expected of a youth who has achieved a
certain degree of internal motivation need not be recorded on
this system (for example, basic skills or previously learned
skills).
• THE ACHIEVEMENT SYSTEM
– The achievement system is designed for the youth
who has developed enough internal motivation that
he can respond to logical, every day consequences.
Thus, logical consequences are provided for
behaviors without the external motivation of positive
or negative points being recorded on a card. The
achievement system then relies specifically on logical
reinforcers for a youth's behavior.
•
THE SUB SYSTEM
– The sub system is designed for a youth who has engaged in an extremely
negative or dangerous behavior, i.e. drug use, run away, car theft, etc. The sub
system provides additional structure on a temporary basis with a higher
frequency of teaching in order for the youth to learn alternative positive
behaviors.
– The motivation systems are geared toward removing external or artificial
motivators for behaviors. When a youth requires external motivators to aid her in
developing internal motivators for performing appropriate behaviors, the daily
point system or the weekly point system is employed. As soon as a youth is able
to function without these external motivators, she is placed on the achievement
system which utilizes only natural or logical consequences. Because each youth
is an individual, each youth will spend a different amount of time on the systems
employed to teach her. It must be remembered, however, that the primary goal of
the motivation systems is to teach the youth to develop within herself the internal
discipline necessary to function without an artificial support system. Thus, the
primary goal of the motivation systems is their own extinction. A youth who no
longer needs external motivation is a youth who has succeeded on the
motivation systems.
Figure 2A
• The Daily Point System
– When a youth first enters a Teaching-Family home, he/she is
typically placed on the daily point system after completing the
assessment system. The youth earns positive points for
appropriate behaviors and earns negative points for
inappropriate behaviors. Between 3:00 and 5:00 p.m. each day,
the youth and Family Teachers have an "individual" conference.
If, at "conference" time, the youth has earned 10,000 positive
points, the youth may purchase all their privileges. If, however, a
youth has not accumulated 10,000 points by conference time,
they would not be allowed to purchase any privileges at that
time. Keeping in mind the flexibility of the point system, the youth
may still have the opportunity to purchase privileges through the
use of the make-up system, described later in this chapter.
• Mechanics of the Daily Point System
– The points a youth earns each day are recorded by
the youth on the “skills card." Figure 2A depicts the
two sides of the point card.
– The card has separate columns for (+) and (-) points
earned on the sides of the card, with a center area to
describe skills taught and specifics of the behaviors
involved. When a youth earns points, they write the
value in the appropriate column and labels the skill
and a specific description of the behavior as
instructed by the Family Teacher in the designated
columns. For example, if a youth earned 1,000 points
for following instructions to empty out the trash,
Figure 2B shows what the card would look like:
Figure 2B
• After the youth records the points, he asks the Family
Teacher to sign the card. The Family Teacher records
his/her initials in the space with the “void” bubble. The
youth would also fill in the bubbles to represent the
following: the goal number the interaction correlates to,
How many SDS units were done, if the skill was social,
academic, or independent living (SAIL), if the interaction
was positive or negative, the Treatment Parent (or
Associate) who completed the interaction (MTP, FTP, A1,
A2, A3), and if it was a preventative teaching interaction
(PT) or positive correction (PC). A coding example is
given in Figure 2C.
Figure 2C
• If the youth earned negative points, he would
record the points on the right side of the card,
and the skill and specific behavior in the
designated columns. The following card (Figure
2D) depicts an interaction where the same youth
earned -2,000 points for not accepting no to
watch TV. Whenever a youth earns negative
points for an inappropriate behavior, the next
interaction is a "positive correction" interaction,
where the youth role plays the same scenario
but using the skill correctly and is taught the
appropriate alternative behavior.
Figure 2D
Figure 2E
• At the end of the day, at the daily conference, the youth
"totals" his card and reviews his day, Figure 2E. He adds
up all the points in the positive behavior column (both
sides), then adds all of his point "fines" in the negative
behaviors column (both sides). He then subtracts the
points lost from the points made to determine the “daily
difference." The following example, Figure 2F, shows the
bottom of the point card described above.
Figure 2F
• As mentioned previously, on the daily point system, a daily
difference of 10,000 points is needed each day in order for a youth
to earn their privileges. In the previous example, the youth has
earned a total of 11,000 points. Therefore, he has made the required
daily difference and has earned his privileges for the next 24 hours.
The privileges available to a youth on the daily point system are
basics, snacks, TV (Electronic Media), telephone, free time on
grounds, and allowance. Notice also that this youth has earned a
total of 23,000 points since being on the daily system. The new skills
card for tomorrow will have today's points of 11,000 added to 23,000
and make a new total, written in the accumulated points section,
toward the goal of 300,000 to be considered for the weekly system.
• It is possible for a youth to earn more negative points than they did
positive points. For example, if a youth earned +13,000 points, but
also earned -18,000 points, the bottom of the skills card would look
like the following (see Figure 2G). The accumulated total on the
next days card will read 86,000.
Figure 2G
• In this example, the youth does not have the required
number of points. Therefore, no privileges can be
purchased. However, the youth may choose to earn their
privileges back through the make-up system.
• Whenever a youth's skills card falls below "0" during the
day, privileges which were earned yesterday are
suspended until the current card is back in a positive net
figure. This is referred to as the "zero balance rule."
Figure 3
Figure 3A
• The following example, Figure, 3A, shows the
point differences for six youth on a Thursday:
• In addition to recording the difference each day,
the point sheet keeps a cumulative total. The
Family Teacher adds the last subtotal to the
current day’s daily difference to arrive at a new
subtotal each day (see Figure 3B). Notice that
daily youth carry their points over to the next
week and weekly youth start at 0 every week.
Figure 3B
• It is not always a simple task of addition. A
youth occasionally loses more points that
he makes, and the subtotal goes down
rather than up. For example, at Greg's
point conference on Saturday, he earned a
-8,000 points. In that case, the difference
is circled to indicate a negative amount as
is the subtotal (see Figure 3C).
Figure 3C
•
•
•
In essence, the youth is "in the hole." Again, the Zero Balance Rule applies
and weekly privileges purchased last week are suspended. On the weekly
point system, privileges are suspended until the subtotal rather than the
daily difference is in positive figures, and would be figured from point
conference to point conference. By the end of the week, the weekly point
sheet will usually look something like the example in Figure 3D.
The daily subtotals indicate to the youth how she is progressing during the
week. The final totals indicate the number of points a youth has available to
spend for privileges.
Near the bottom of the weekly point sheet are the privileges and their prices
in points as shown in Figure 3E. At the end of the week, usually on
Thursday afternoon, the points each youth has earned are spent for
privileges. A purchased privilege is indicated by a check mark beside the
privilege and below the point column for that particular youth, except in the
case of bonds or carry over where the number purchased or actual amounts
replace the check marks. All points have to be spent; only leftover points
can be carried over to the next week.
Figure 3D
•
Explanation of Privileges
– Basics: The "basic" privileges are sold as a package and include movement
about the home to work on hobbies, play cards, and/or board games inside the
home.
– Snacks: Usually an item specified by the Family Teacher as a "snack" aside from
the regular three meals a day, generally a before bedtime snack as a family. This
would not include a fruit after school. A fruit should be the only snack type item
available to youth after school.
– Electronic Media: Free time to watch television programs -- usually chosen by
the youth, within the guidelines determined by the Family Teachers, video
games, computer games, radio, iPods, etc.
– Telephone: Use of the telephone within the guidelines of the home.
– Free time on grounds: Means in the yard area or around the home. Outdoor
activities, i.e. sports, games, skateboarding, bike riding, or just being outside in
the vicinity of the house.
– Allowance: Earned daily by youth on daily point system by youth earning daily
difference and purchased by points earned for the week by youth on the weekly
point system. In both cases, youth are paid weekly, with youth on higher systems
having higher rates of allowance available.
• Criteria to Advance to Weekly Points
– In order for the youth to move from the daily system to
the weekly system, they must meet the following
criteria:
– Must have accumulated the designated number of
points (300,000);
– Must have made privileges for five consecutive days;
– Must use the basic skills 70-80% of the time;
– Must have Family Teachers approval;
– Must have consultant approval.
– The weekly point system is similar to the daily point
system in many ways. On the weekly point system, a
youth continues to record point interactions on a skills
card and still has a card conference every afternoon.
The major difference is that the youth purchases
privileges on a weekly, rather than a daily, basis.
– The points a youth earns each day are recorded on a
weekly point sheet by the Family Teacher. Figure 3E
is an example of a weekly point sheet.
Figure 3E
•
•
The first five privileges must be purchased in the rank order as they appear
on the bottom of the weekly point sheet. For example, if a youth's weekly
difference is 22,000, he could purchase the first five privileges and he would
have 2,000 savings or carry-over points. If he earned 13,000 points, he
could purchase Basics, Snacks, and TV, and he would have 2,000 savings
or carry-over points. If the youth earned only 5,000 points, he could
purchase only Basics and he would have 2,000 savings or carry-over
points. After the first five privileges are purchased, the youth may purchase
remaining privileges in any order she wishes.
During the first six weeks a youth is on the weekly point system, use of
purchased privileges is contingent on making a daily "bridge" of 5,000
points or whatever amount the treatment team decides. A bridge serves to
help the youth transition from the daily difference of 10,000 points on the
daily point system to no daily amount, but rather a weekly amount of 29,000
points plus. This would mean that at his Thursday conference, a youth
would purchase weekly privileges for the next week. However, daily use
during the next week (of privileges previously purchased) would be
dependent on making a temporary "bridge" amount of 5,000 points.
• This will enable the youth to succeed on
weekly, helping them be consistent with
making some points each day, and
planning ahead to their weekly
conference. For example, referring to
Figure 3D, on Friday if all youth were new
to the weekly point system (within the first
six weeks), only Greg would be able to
use his privileges for the day.
• There are several privileges available to youth
on weekly that are not available to youth on
daily:
– Allowance II: This is an additional $1.50 that can be
purchased.
– Free time II: Activities away from the home without
being accompanied by a Family Teacher. For
example, going to a friend's home, movie or shopping
trip.
– Bonds: A method of storing points from one week to
another so the youth can purchase gifts, tickets,
clothes, school and personal supplies and
advancement to the next motivation system.
• In order to advance from the weekly point system to the
achievement system, a youth must have purchased 50 bonds and
have the Family Teachers' permission. On the other hand, if a youth
is not doing well on the weekly system and has not been able to
purchase the first five privileges for three out of four weeks, the
youth returns to the daily point system. (However, he may keep the
bonds he has accumulated).
• Weekly Point System
– The main purpose of the weekly point sheet is for recording the points
accumulated and privileges purchased by youth on weekly points.
However, it is also a useful recording tool for Family Teachers and youth
on daily points and sub systems. The day-to-day accumulation of points
recorded on the sheet gives the Family Teachers and a youth a "bird's
eye view" of how the youth are progressing. Regardless of which
motivation system a youth is on (sub system, daily points or weekly
points), the weekly sheet is used as described in the explanation of the
weekly point system.
Make Up Systems
• The following is a summary of the make up
systems which are available to youth when they
have failed to earn their privileges on the daily,
weekly, and sub-systems. An overview of the
various make up systems should be presented
to all youth at Family Meeting, and the
appropriate opportunity to make up privileges
must be offered to a youth when he/she has not
earned privileges.
•
Daily Make Up System
– At a point conference in which a youth on the daily point system fails to earn
his/her 10,000 point daily difference, the Family Teacher presents the following
opportunity to the youth in order that he/she may earn privileges prior to the next
point conference:
– The youth earns a difference of 20,000 points at some time during the 24 hour
period for which he/she has earned no privileges.
– The youth has the option, at that time, to purchase yesterday's privileges for
10,000 points.
– If the youth so chooses, this amount is noted in the negative column of the point
card.
– The youth may immediately begin and continue using privileges until the next
point conference, per Family Teacher approval, providing that a 10,000 point
difference is maintained during this time.
– Should the child choose not to purchase privileges when he/she earns 20,000
points, the entire amount of points earned is added to the child's accumulative
point total at the next point conference.
– If the youth never acquires 20,000 points, but earns at least 10,000 points,
he/she earns privileges at the next point conference and the entire daily
difference is added to the accumulative point total.
•
Weekly Make Up System
– The follow make up system must to offered to a youth on weekly points when
he/she has not earned the adequate amount of points (20,000) to purchase the
basic five privileges (basic, snacks, TV, telephone, and free time I) as a package:
– The youth purchases those of the basic five privileges for which he/she has
points. These privileges must be purchased in the above listed order, and are
available for the youth's use throughout the week.
– The youth is then given the opportunity each day, at point conference during the
subsequent week, to purchase additional privileges from the basic package,
again in order, and at the standard weekly price for the following 24 hour period.
– Points exchanged for additional privileges are not added to the weekly total up
towards the next week's privileges, thus requiring discretion as well as discussion
and negotiation between the youth and Family Teachers at each point
conference.
– If the youth has a bridge requirement on his/her weekly point system, the youth
must earn the bridge in order to use privileges purchased last week, and
additional points may be used for purchase of further privileges each day.
Subsystem Work Sheet
•
•
•
The sub system work sheet is designed for quickly outlining and calculating
points. It should be completed before addressing the issue with the youth.
When using the work sheet, the Family Teacher identifies both positive and
negative behaviors in which the youth engaged, computes the subsystem,
and identifies follow-up teaching, counseling, and Family Meeting skills or
issues.
The use of this subsystem work sheet has several advantages. First, it
provides the means for the Family Teacher to organize his/her thoughts and
to determine in advance the skills to be emphasized. Second, the positive
and negative consequating power of the points can be enhanced by treating
each of the important behaviors individually. In this way, a youth knows
exactly what he or she did that was appropriate and inappropriate. The
earning of positive points for approximations should strengthen the on-going
teaching of pro-social skills. Third, since the youth has experienced positive
points for his/her appropriate behaviors, the likelihood of repeating those
behaviors in the future should be increased. Finally, the work sheet provides
a permanent record which can be filed in the youth's file for review at a
future time.
• A completed sample of the work sheet can be found at the end of
this description. The sample will be referred to in each step of the
following explanation. To help understand the Family Teacher's
entries, a brief background is provided. Thirteen year old Ben has
been observed fighting with fourteen year old Jason in the dining
room of the Family Teaching home. When the Family Teacher
arrived at the scene, she immediately gave Ben an instruction to
stop fighting. Ben then pushed a dining room chair across the floor
towards the Family Teacher. The Family Teacher repeated the
instruction to stop fighting, at which time Ben followed that
instruction. However, he began to argue with the Family Teaching,
using several swear words. The Family Teacher then asked Ben to
stop talking and told Ben to sit in a chair. Ben followed both of these
instructions. Less than a minute later, Ben apologized to Jason for
hitting him without being prompted by the Family Teacher.
• Enter Descriptive Information
– As illustrated on the completed sample work sheet, the youth's
name if Ben Smith. The behavior necessitating the subsystem is
fighting with a peer. The type of subsystem is a straight fine
subsystem. Privileges available will be basics, snacks, and one
hour of Electronic Media.
• Determine Net Subsystem
– The Family Teacher computes the net subsystem by deciding
how many days the youth should be on the subsystem and
enters the amount into the space provided. This number is then
multiplied by the daily difference, in this case, 20,000, equaling a
net subsystem of 100,000 points. In this example, the Family
Teacher decided that she wanted Ben to be on a five (5) day
subsystem (multiplied by the daily difference of 20,000 points)
which is a net subsystem of 100,000 points.
• Enter Positive Behavior
– List the important behaviors or approximations to the desired
behaviors which should be reinforced in the space provided on
the work sheet. Assign appropriate point values according to
your home's token economy. It should be noted that there will
rarely be times when a youth does not engage in some positive
behaviors or approximations and thus, this step will usually be
included. Ben is to be reinforced for a) following instructions to
stop fighting = +5,000 points; b) apologizing to Jason without
being prompted = +20,000 points.
• Sum Positive Points
– Add the positive points and enter the total positive points on the
work sheet. Ben earned a total of 25,000 points for his
appropriate behaviors.
• Compute Total Negative Points
– On a separate sheet of paper, add the total positive points to the net
subsystem. This will produce the total number of negative points the
youth will need to earn for all the inappropriate behaviors. Ben's net
subsystem, plus his total positive points, equals 125,000 points. Enter
this on the subsystem work sheet where it indicates the total negative
points.
• Enter Negative Behaviors
– List the inappropriate behaviors in which the youth engaged in the
inappropriate behaviors column. Assign point values to each behavior
(proportionate to the behavior's importance). If there is only one
negative behavior, assign all points computed in the previous step to
that behavior. Ben earned 50,000 negative points for fighting with
Jason; 50,000 negative points for pushing the chair towards the Family
Teacher; and 25,000 negative points for swearing. These are entered
into the work sheet under specific description of inappropriate
behaviors.
• Sum Negative Points
– Add negative points and enter the total negative points on the
work sheet. The work sheet provides a clear document which
helps if there are later misunderstandings on the youth's part.
Additionally, it provides the Family Teachers with a clear outline
of the process should they later wish to review the procedures or
the youth's previous pattern of behaviors. Finally, when a youth
is on a subsystem, the Family Teachers should consider at least
two brief skill sessions (role plays) or planned teaching sessions
per day (e.g., one after school and one before bedtime). This
type of schedule assures a youth will receive opportunities to
develop and become more comfortable with desired behaviors
and provides an additional opportunity to earn large amounts of
positive points towards reducing the net subsystem.
Treatment Documentation
Morning Report Definitions
•
HVC HOME VISIT CONTACT
–
•
RHVC RETURN HOME VISIT CONTACT
–
•
Personal or telephone contact from the youth's referring worker.
CSW CONTACTED SOCIAL WORKER
–
•
Contact in person or by telephone exclusively for the purpose of instructing or
programmatically guiding parents. The training may be done individually or in groups.
SWC SOCIAL WORKER CONTACT
–
•
Any face-to-face contact with parents or guardians of clients or contact by phone. This
contact is defined as solely for social purposes, with no training involved.
PT PARENT TRAINING
–
•
Date the youth returns to the treatment home.
PC PARENT CONTACT
–
•
Number of personal visits by a youth to the home of his/her parents, legal guardian or close
family. A visit may last hours or days.
Personal or telephone contact to youth's referring worker.
ACC AFTER CARE CONTACT
–
Any personal visit or phone call made between Family Teachers or Treatment Parents and
clients who have left the program for the purpose of providing after care services to the client
or reporting progress.
•
AWOL ABSENT WITHOUT LEAVE
–
•
RAWOL RETURNED FROM ABSENT WITHOUT LEAVE
–
•
Client placed on subsystem.
RSUBRETURN FROM SUB SYSTEM
–
•
Client is returned to the group or treatment home.
SUB SUB SYSTEM
–
•
Client is placed outside the group home or therapeutic family home in youth services,
detention, or hospitalized
REMP RETURN FROM EMERGENCY PLACEMENT
–
•
Date on which client returns from being AWOL.
EMP EMERGENCY PLACEMENT
–
•
Client is absent from either the group home, therapeutic family home or parents' home
without obtaining consent prior to absence. Family Teachers may or may not know where the
client is. This includes runaways. AWOL is listed only on the day the client actually leaves.
This does not include short periods of time involved with not reporting whereabouts.
Client removed from subsystem.
USA UNEXCUSED SCHOOL ABSENCE
–
Client absent from school for any or all of the school day without Family Teachers'/Treatment
Parents' prior consent (includes suspensions - in-school as well as out-of-school - and
AWOLS).
•
NC
–
•
RA
–
•
WC
–
•
Client who was previously in the program is readmitted.
Client is discharged from the group or treatment home.
Client is known to be intoxicated or "high" due to alcohol or drug use. This information may
be obtained from out-of-home sources (e.g., police, parents, teachers) or from personal
observation.
WORKER CHANGE
Any change in the case workers for the youth
SC SCHOOL CONTACT
–
•
RE-ADMIT
ADA ALCOHOL AND/OR DRUG ABUSE
–
•
Any time a new client is placed in the group or treatment home.
DISC DISCHARGE
–
•
NEW CLIENT
Any phone or personal contact with teachers, school administrators, or YIC workers. One
contact counted for each different person you speak with.
FDR FIRE DRILL
–
Number of practiced fire drills conducted during the reporting period. Include supplementary
information such as number of youth and number of adults present and elapsed time. In
order to fulfill our obligations to the state, one fire drill per month is mandatory for each home.
Introduction to the Motivation
System
Pre-Service Workshop
This training presentation is available for download at:
www.utahparenting.org
© 2007 Utah Youth Village.