Responsive Leadership Seminars Responsive Management Systems Individual and

Responsive Leadership Seminars® Responsive Management Systems® Individual and Team Performance Training and Troubleshooting … helping to create productive and preferred work environments Since 1985 5704 N. E. 71 st Street • Seattle, WA 98115 • Telephone/FAX (206) 523 -4603 Responsive Management Systems®

Responsive Leadership Seminars® WELCOME www. responsivemgt. com 5704 N. E. 71 st Street • Seattle, WA 98115 • Telephone/FAX (206) 523 -4603 Responsive Management Systems®

Responsive Leadership Seminars® RESPONSIVE MANAGEMENT®: GAINS (Getting Along In Society®) AN INTERPERSONAL SKILLS DEVELOPMENT MODEL “Where Theory Meets the Road”

Responsive Leadership Seminars® NECESSARY ELEMENTS FOR MAKING QUALITY HAPPEN • Vision • Mission • Values • Philosophy/Beliefs • Product/Service Focus • Number and Type of Positions • Reporting Relationships • Work Schedules/Equipment • Allocation of Dollars • Technologies Needed Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved 3 “Where Theory Meets the Road”

Responsive Leadership Seminars® KEY ELEMENTS OF IMPROVING INDIVIDUAL ABILITIES 1 st Performance Definition 2 nd Performance Assessment S T Performance Feedback 5 th I Performance Monitoring Performance Instruction 4 th 3 rd Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved 4 “Where Theory Meets the Road”

Responsive Leadership Seminars® KEY INDIVIDUAL ABILITY AREAS Strategic • Short/Long-Term Impact • Whole-Part Visualization • Systems Knowledge • Thinking Models • Problem Analysis Technical • Cost • Consumer Relations • Operations • Formulae • Procedures • Information Interpersonal • Team-Directed Responsibilities • Leader-Directed Responsibilities • General Organizational Responsibilities Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved 5 “Where Theory Meets the Road”

Responsive Leadership Seminars® DEVELOPMENTAL NEEDS Independence Self-Interest Security Emotional Individual Balance Socialization Physical Other Interest Dependence Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved Balance 6 “Where Theory Meets the Road”

Responsive Leadership Seminars® ADULT RESPONSIBILITIES TO INDIVIDUALS CREATING ENVIRONMENTS THAT: Generate individual satisfaction Improve strategic, academic, and interpersonal performance Develop purpose and values Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved 17 “Where Theory Meets the Road”

Responsive Leadership Seminars® LEVELS OF INDIVIDUALIZED PROBLEM INTERVENTION Positive/Negative Contingency Management LEVEL FIVE Positive Contingency Management LEVEL FOUR Monitoring With Feedback LEVEL THREE LEVEL TWO LEVEL ONE Teaching Discussion – Problem Solving Counseling Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved 8 I N T R U S I V E N E S S N O R M A L I Z A T I O N “Where Theory Meets the Road”

Responsive Leadership Seminars® GAINS ® (Getting Along In Society®) An Interpersonal Skills Development Model Observing and Describing “Where Theory Meets the Road”

Responsive Leadership Seminars® INTERPERSONAL PERFORMANCE PROBLEM ANALYSIS WORKSHEET 1. General Description: “As I See It, ” the Problem is _______________________________________ 2. Attempt to Visualize the last occurrence of the problem. Relevant Factors to Understand the Problem 3. Context: It Usually Occurs: A. B. C. D. E. F. Current Desired Situation When? (Hour, Day, Week) Where? With whom? What happens just prior? What particular task is being performed? With what equipment/tools? 4. Content: How Are/Is: A. B. C. D. E. F. Body or head movements or facial expressions a factor? Words a factor? Voice volume, pitch, or tone a factor? Equipment/tools a factor? Strategic process a factor? Frequency a factor? 5. Consequences/Rationales: What Is The: A. Impact on the Individual? B. Impact on the Supervisor? C. Impact on the Adult? D. Impact on other Individuals? E. Impact on the Task? F. Impact for the Organization? 6. Alternative: What Skill Needs Development? ______________ Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved 10 “Where Theory Meets the Road”

Responsive Leadership Seminars® OBSERVING AND DESCRIBING INDIVIDUAL BEHAVIOR Communicating the Observed Information 1. Be specific about the context, content, and consequences/rationales. 2. Word descriptions so they could be accurately repeated by someone who had not observed the event. 3. Avoid the use of expressions such as "attitude, good", "poor", "defensive", "unmotivated" unless accompanied by the definition of the behavior. 4. Demonstrate voice qualities and facial expressions. 5. Quote exactly except in the case of vulgarisms. 6. Describe and demonstrate body position and movement. 7. Describe appropriate and inappropriate behaviors that are absent. Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved 31 “Where Theory Meets the Road”

Responsive Leadership Seminars® SKILL FEEDBACK INTERACTING WITH AND ABOUT THE WORLD Behaving Interacting Feeling Thinking Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved 28 “Where Theory Meets the Road”

Responsive Leadership Seminars® GAINS ® (Getting Along In Society®) An Interpersonal Skills Development Model Rationales: Strengthening Purpose and Values “Where Theory Meets the Road”

Responsive Leadership Seminars® RATIONALES: STRENGTHENING PURPOSE AND VALUES Formulating Rationales and Defining Impact Other Interest • Teachers • Individual/Peers/Coworkers • Employers • Community Positive Outcome (+) 1 -2 Days 1 -2 Months Self-Interest (Person/s you are speaking to) 1 -2 Weeks 1 -2 Years Time Horizon Negative Outcome (-) Other Interest Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved 17 “Where Theory Meets the Road”

Responsive Leadership Seminars® GAINS ® (Getting Along In Society®) An Interpersonal Skills Development Model Teaching Interpersonal Skills “Where Theory Meets the Road”

Responsive Leadership Seminars® TEACHING INTERPERSONAL SKILLS The Teaching Interaction* A. Express affection, caring, and praise. B. Describe the error behavior (actual or possible). C. Describe an alternative appropriate or correct behavior and the new behavior's relationship to a performance skill. D. Provide rationales (self-interest of individual, other interest, short-, longtime frames). E. Request acknowledgment throughout the interaction pausing for a response. F. Demonstrate the desired behavior or skill (adult modeling). G. Practice the desired behavior or skill (individual rehearsing). H. Provide feedback on the rehearsal that is specific, positive, and corrective. I. Provide general statements of praise, hope, empathy, support, or enthusiasm. J. Provide appropriate consequences and include the option for positive correction. * E. L. Phillips, E. A. Phillips, D. L. Fixsen & M. M. Wolf. The Teaching-Family Handbook. Lawrence, Kansas: Bureau of Child Research. © 1974. Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved 20 “Where Theory Meets the Road”

Responsive Leadership Seminars® TEACHING INTERPERSONAL SKILLS Teaching Interaction – Rehearsal Sheet (Error Prevention) How to Follow Instructions A. Look at the person. B. Use a calm voice and acknowledge the instructions – “OK. ” C. Begin the task immediately. D. Check back following the completion of task. E. Ask the responsible person to check your work. Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved 21 “Where Theory Meets the Road”

Responsive Leadership Seminars® TEACHING INTERPERSONAL SKILLS Error Prevention and Correction Teaching Preventatively To Promote Correct Behavior And Discourage Errors Individualized Teaching Use to: (All Components) A. Orient a new individual B. Prepare an individual for any new activity or situation Teaching On-Demand To Promote Correct Behavior Effective Praise Use to: (Select Components) A. Strengthen a weak skill – Skill approximation (Components A, B, C, & D) B. Strengthen an existing skill – Skill Maintenance (Components A, B, C, & D) Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved 26 “Where Theory Meets the Road”

Responsive Leadership Seminars® TEACHING INTERPERSONAL SKILLS Error Prevention and Correction (Continued) Individualized Teaching Use to: (All Components) A. Teach an alternative skill B. Strengthen a weak skill Teaching On-Demand To Correct an Error Effective Correction Use to: (Select Components) A. Correct an error (Components A, B, C, D, & I) B. Correct an error and provide a negative consequence (Components A, B, C, D, I, & J) Individual Challenge Use When: (Select Components) A. The individual continues to behave inappropriately following a staff instruction/correction/denial of request Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved 26 “Where Theory Meets the Road”

Responsive Leadership Seminars® LEVELS OF INDIVIDUALIZED PROBLEM INTERVENTION Unconscious Competence LEVEL FOUR Conscious Competence LEVEL THREE LEVEL TWO LEVEL ONE Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved Conscious Incompetence Unconscious Incompetence 8 “Where Theory Meets the Road”

Responsive Leadership Seminars® GAINS ® (Getting Along In Society®) An Interpersonal Skills Development Model Individual Challenge “Where Theory Meets the Road”

Responsive Leadership Seminars® INDIVIDUAL CHALLENGE Most Common and Less Effective Interaction Process Step 1 Step 2 Step 4 You Initiate Feedback/ Information Effectively Unreceptive Person Responds Negatively You Switch and Respond To Unreceptive Behavior You Discuss Original Topic You Initiate Follow-Up Within 4 hours & 2 Days Step 1 Step 2 Step 3 Step 4 Step 5 More Effective Interaction Process Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved 30 “Where Theory Meets the Road”

Responsive Leadership Seminars® INDIVIDUAL CHALLENGE Response Sets • • • Aggressive/Hostile Verbally Sophisticated Seeking Sympathy Interrupting Increased Volume Blaming Cursing Throwing Objects Excuse Making Verbally Attacking Name Calling Minimizing • Tearing • Crying • Appearing Sad Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved 31 Passive Unresponsiveness • • • Not Talking Not Acknowledging Turning Away Walking Out Pouting “Where Theory Meets the Road”

Responsive Leadership Seminars® RESPONSE TO INDIVIDUAL CHALLENGE Step 1 An adult initiates an interaction with the individual by pleasantly: • Giving an instruction, • Giving criticism, • Giving a negative consequence, or • Refusing permission Step 2 The individual does not use the correct skill and responds with inappropriate: facials, verbals, and body movements either being aggressive/hostile or verbally confusing, seeking sympathy or being passively unresponsive Step 3 The adult responds immediately by: A. Looking at the individual B. Walking toward the individual C. Offering praise and/or empathy D. Identifying the skill and skill components desired: "what I'd like you to do when I. . (Give you an instruction, give you feedback, or tell you no) E. Praising the desired skill components that occur (eye contact, acknowledgment, cessation of previously incorrect behavior, etc. ) Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved 32 “Where Theory Meets the Road”

Responsive Leadership Seminars® RESPONSE TO INDIVIDUAL CHALLENGE (Continued) Step 4 F. Restating or returning to original topic: G. Looking at the individual Step 5 An adult follow-up within 24 hours to: A. Provide individualized skill teaching regarding the skill error B. Provide problem solving and feelings counseling about possible cause C. Provide individualized skill teaching regarding the skill “How to Disagree” (See Appendix “B” – Curriculum Skill #6, page B-3) Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved 32 “Where Theory Meets the Road”

Responsive Leadership Seminars® INDIVIDUAL CHALLENGE Individual Challenge – Rehearsal Sheet Staff Response to Individual Challenge A. Look at the individual. B. Walk toward the individual. C. Offer praise/empathy. D. Identify the skill and skill components not being used: "what I'd like you to do when I. . ") E. Immediately praise compliance. F. Restate or return to original topic. G. Provide effective praise for compliance. Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved 33 “Where Theory Meets the Road”

Responsive Leadership Seminars® INDIVIDUAL CHALLENGE (Continued) Individual Challenge – Rehearsal Sheet Skill Deficit Of Individual: Accepts Criticism Skill Deficit of Individual: Instruction Following a. Look at the person. b. Acknowledge in calm voice. c. Begin task/comply. d. If disagree, ask to see me later. a. b. c. d. Look at the person. Acknowledge in calm voice. Request suggested alternative. If disagree, ask to see me later. Skill Deficit Of Individual: How To Accept "No" a. Look at the person. b. Acknowledge in calm voice. c. If you do not understand, request clarification. d. If you do not agree, ask to see me later. Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved 33 “Where Theory Meets the Road”

Responsive Leadership Seminars® GAINS ® (Getting Along In Society®) An Interpersonal Skills Development Model Crisis Intervention “Where Theory Meets the Road”

Responsive Leadership Seminars® CRISIS INTERVENTION AND INTENSIVE TEACHING - OVERVIEW Phase Individual Challenge Individual Crisis with Crisis Intervention Intensive Teaching with the Individual Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved Step Individual’s Location Elapsed Time Facility 5 Min. 1. Original issue initiated by adult 2. Individual responds inappropriately 1. Defining a crisis 15 Min. 2. Confronting a crisis 3. Resolving a crisis Person 1. Individualized teaching Begins 2. Problem solving – Individualized Teaching Crisis Other 5 Min. 20 Min. 3. Apology/Permission formation Behavior 4. Normal schedule Again More restrictive intervention 38 “Where Theory Meets the Road”

Responsive Leadership Seminars® INDIVIDUAL CRISIS INTERVENTION Step 1 Defining a Crisis (Three Strikes – You’re Out) A. Respond to the individual using the challenge components (see gains page 32, step 3. B. While maintaining eye-level eye contact* near the youth, using a soft but audible voice reinstruct the individual to stop specific inappropriate and start specific appropriate behaviors. Praise any compliance. C. If inappropriate behavior continues, inform the individual that s/he has earned a moderate consequence for not following instructions. Identify the consequence, reinstruct to stop specific inappropriate behaviors, and start behaviors. Praise any compliance. D. If inappropriate behavior continues, use a firm voice with elevated volume to warn the individual that continuation of the inappropriate behaviors will result in a major consequence identify the consequence and reinstruct to stop specific inappropriate behaviors. E. If inappropriate behavior continues, inform the individual that s/he has earned the major and also must go to ____________. F. If possible, escort the individual to the new location. At times, it may require the individual to stay and all others to move elsewhere. Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved 33 “Where Theory Meets the Road”

Responsive Leadership Seminars® INDIVIDUAL CRISIS INTERVENTION Defining a Crisis – Rehearsal Sheet A. B. C. D. E. F. Crisis Definition Procedure Respond to the individual using the challenge components (see gains page 32, step 3). While maintaining eye-level eye contact near the youth, using a soft but audible voice to reinstruct the individual to stop specific inappropriate and start specific appropriate behaviors. Praise any compliance. If inappropriate behavior continues, inform the individual that s/he has earned a moderate consequence for not following instructions. Identify the consequence, reinstruct to stop specific inappropriate behaviors, and start appropriate behaviors. Praise any compliance. If inappropriate behavior continues, use a firm voice with elevated volume to warn the individual that continuation of the inappropriate behaviors will result in a major consequence. Identify the consequence and reinstruct to stop specific inappropriate behaviors. If inappropriate behavior continues, inform the individual that s/he has earned the major consequence and also must go to (specify location). Escort the individual. Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved 39 “Where Theory Meets the Road”

Responsive Leadership Seminars® INDIVIDUAL CRISIS INTERVENTION Defining a Crisis – Rehearsal Sheet Skill Deficit Of Individual: Instruction Following 1. Look at the person. 2. Acknowledge in calm voice. 3. Begin task/comply. 4. If disagree, ask to see me later. Skill Deficit of Individual: Accepts Criticism or Consequence 1. Look at the person. 2. Acknowledge in calm voice. 3. Request suggested alternatives. 4. If disagree, ask to see me later. Skill Deficit of Individual: How to Accept “No" 1. Look at the person. 2. Acknowledge in calm voice. 3. If you do not understand, request clarification. 4. If you do not agree, ask to see me later. Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved 40 “Where Theory Meets the Road”

Responsive Leadership Seminars® INDIVIDUAL CRISIS INTERVENTION Step 2 Confronting a Crisis A. At a distance ranging from 5 -6 feet up to close proximity (sometimes touching), maintain eye contact with the individual and speak with a calm, sensitive, and caring voice. B. Observe the ongoing physical and verbal behavior of the individual. C. Provide statements of empathy and concern. D. Avoid discussion and debate concerning issues the individual suggests as topics of conversation with the exception of discussing expectations for current appropriate behavior. E. Respond to the individual's attempts to discuss other topics with "we can talk about that when. . . " F. Describe and instruct the individual concerning the specific component behaviors needed to terminate the crisis. * describe and instruct the individual to stop specific inappropriate behaviors. G. Emphasize through praise and complements the individual’s approximations to the desired component behaviors of rational conversation. * The skill that terminates a crises is RATIONAL CONVERSATION and contains five components: 1) eye contact (or culturally sensitive variation); 2) low voice volume; 3) appropriately sitting in a chair; 4) absence of abusive or limit testing behavior; 5) discussing only the topic the staff member chooses. When the skill goal is achieved, the crises is complete. Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved 43 “Where Theory Meets the Road”

Responsive Leadership Seminars® INDIVIDUAL CRISIS INTERVENTION General Rules of Confrontation* 1. Realize that "Fire Fighting" is an ERROR. The confrontation probably could have been prevented by special desensitization methods and individualized preventive instructional practice. 2. The immediate goal is RATIONAL CONVERSATION. The long-term goal is to help the individual develop the ability to handle situations that may not "go his/her way. " 3. Where at all possible, isolate the individual from other people while the confrontation is in progress. 4. When emotions are "high, " don't expect a negative consequence to have much immediate effect—but it's wise to deliver a negative consequence for two reasons: a) To determine if it will have an effect b) To have a negative consequence established for partial use later as a reward for recovery. 5. Use one moderate and one major negative consequence. Many minor or frequent negative consequences add to the problem. Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved 44 “Where Theory Meets the Road”

Responsive Leadership Seminars® INDIVIDUAL CRISIS INTERVENTION General Rules of Confrontation* 6. Don't discuss or debate the logic of the individual's arguments at this time—but ensure fairness by indicating that once s/he "calms down, " they will be listened to. (This also holds true for personal contacts or phone calls that s/he wants to make. ) 7. Employ a "firm" voice and possibly physical proximity (not restraint) to ensure the individual staying in the area. Where possible, firmness should proceed a large consequence. This will develop "firmness" as an effective prompt. 8. Become aware of your different emotions during a crisis but keep them under control. 9. Regardless of the outcome of any single crisis interaction, the critical variable is the delivery of the most powerful consequence available—that of another person caring enough to "hang tough. " 10. The best way of helping an individual who is "out of control" is prevention. 11. Don't confuse avoidance of a confrontation with prevention. The individual must be able to handle these kinds of emotions. Prevention means that the staff provide the individual the skills to handle problems before the "crisis incident" occurs. Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved 44 “Where Theory Meets the Road”

Responsive Leadership Seminars® CRISIS INTERVENTION RESISTANCE TO CHANGE Interpersonal Performance Concern: • Anger Displays • Pouting • Arguing II Error I: DELAY FEEDBACK Error II: CHANGE STRATEGY Error III: CHANGE TOLERANCE I III Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved 45 “Where Theory Meets the Road”

Responsive Leadership Seminars® INDIVIDUAL CRISIS INTERVENTION Defining a Crisis – Rehearsal Sheet Crisis Confrontation Procedure: A. Close proximity – Low voice volume. B. Provide empathy and concern. C. Avoid discussion of extraneous topics, “We can talk about that when you …” D. Describe and instruct the individual concerning the rational conversation components. E. Praise and compliment approximations Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved Skill Deficit of Individual: Rational Conversation a. Look at the person. b. Low voice volume. c. Appropriately sit in a chair. d. No abusive or limit testing behavior. e. Discuss only staff topic. 40 “Where Theory Meets the Road”

Responsive Leadership Seminars® INDIVIDUAL CRISIS INTERVENTION Step 3 Resolving a Crisis A. Continue to give effective praise and possibly some additional positive consequences for recovery. B. Continue to provide concern and empathy regarding the difficulty and frustration of not getting one's needs met. C. Receive verbal assurance from the individual that s/he is almost fully recovered and can remain in this room (or specified location) until you return (or can go to get a drink of water, or use the bathroom and return within three minutes). Provide a positive incentive to return on time. (Refrain from allowing snacks, tobacco breaks, going into high activity areas, etc. ) D. Contact the referring staff member obtain specific information related to the staff's original issue and the individual's inappropriate response. Obtain information about negative consequences or penalties delivered by the referring staff member and what the staff member would like to have if the youth is to be allowed to return to the classroom. Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved 48 “Where Theory Meets the Road”

Responsive Leadership Seminars® GAINS ® (Getting Along In Society®) An Interpersonal Skills Development Model Intensive Teaching “Where Theory Meets the Road”

Responsive Leadership Seminars® INDIVIDUAL INTENSIVE TEACHING Steps 1. Teach the Interpersonal Skills Not Used that Resulted in the Crisis: Use the Responsive Individual: Assessment and Profile or Interpersonal Skills Curriculum to determine the skills in need of instruction. Utilize the Teaching Interaction (page 20) for individualized instruction. Practice the skill with the individual to a reasonable level of criterion. 2. Counsel Regarding the Original Issue: Use the counseling process (SOCS) described on page 51, column “D" of the GAINS summary. The goal is to gain an understanding of the individual's emotions during the original issue as well as to identify a specific skill that can be practiced with the individual to help prevent the problem next time. 3. Assist Preparation of an Apology/Request for Permission: If the individual has been referred to another staff member for the Confrontation and Intensive Teaching, an Apology (Skill #13) and Request for Permission (Skill #11) to re-enter normal activities are desirable. Use the Social Performance Curriculum (see Appendix “B, ” page B-4) for skill definitions and practice to criterion. 4. Return with the Individual to the Referring Staff Person and Monitor the Apology and Request. 5. Referring Staff Member Schedules and Re-teaches to the Interpersonal Error Within 24 Hours. Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved 50 “Where Theory Meets the Road”

Responsive Leadership Seminars® GAINS OVERVIEW A B C D E F Stage Preventative Teaching Confrontation Teaching Counseling Skills Learned Skills Internalized Time Requirements Heavy Concentration First Ten Days 10 Minutes to One. Half Hour 10 Minutes to One-Half Hour One Day to Three Months Six Months to Two Years Teaching how to: 1. 2. 3. 4. 5. Goals Follow Instructions Accept Criticism Accept “no” Disagree Rationally Converse Rational Conversation: Teaching Primary and Secondary Issue Skills Problem Solving (one or more): Counseling (SOCS): 1. Look at each 1. Follow 2. 3. 4. 5. What Roles to Play While Teaching: Some Additional Observations A. B. C. D. E. F. G. H. I. Program staff Support staff Parent(s) Principal Teachers Security officer Police Employers Court Staff other Low voice volume Sitting down No abusive language Staying on topic A statement that sometimes will help, “I want to discuss that with you but we can’t talk about that until … and we …” 2. 3. 4. 5. instructions Accept Criticism Accept “no” Disagree Rational Conversation If the child or youth stops using the skill of Rational Conversation. Return to Stage “B. ” 1. Define Situation 1. The child or youth (one topic) spending more time with staff 2. Define Options (positive and negative, 2. The child or youth logical and bizarre) coming to staff with problems to seek help 3. Define Consequences of options If the child or youth stops using the skill of Rational Conversation. Return to Stage “B. ” 1. Follow Instructions 2. Accept Criticism 3. Accept “no” 4. Disagree 5. Rational Conversation How to tell if confrontation are working, look for: (one or more) 1. Decrease in the number of times confrontation is occurring. 2. Increase in the length of time between confrontation. 3. Decrease in the intensity of confrontation. 4. Decrease in the length of time the confrontation lasts. If Social performance is left to chance, it probably won’t happen the desired way. The result could be very expensive for the child or youth. Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved To Develop a Relationship In: Ability to Deal with Adults and Teach Their Own Children How to: 51 “Where Theory Meets the Road”

Responsive Leadership Seminars® RESPONSIVE INDIVIDUAL: ASSESSMENT AND PROFILE Assessment – Level One (Adult Assessment) Dimension Average Column How satisfied are you that most of the time this child or youth appropriately … _____ A. Receptive Social Performance _____ 1. … follows instructions? 2. … accepts criticism or negative consequences? 3. … accepts “no” for an answer? 4. … accepts a compliment? B. Expressive Social Performance 5. … resists peer pressure? 6. … disagrees? 7. … gives criticism? 8. … offers greetings? 9. … engages in conversation? 10. … gives compliments? (Continued on next page) Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved A-7 Ratings Column ______ ______ ______ “Where Theory Meets the Road”

Responsive Leadership Seminars® RESPONSIVE INDIVIDUAL: ASSESSMENT AND PROFILE Assessment – Level One (Adult Assessment) Dimension Average Column How satisfied are you that most of the time this child or youth appropriately … _____ B. Expressive Social Performance (Continued) 5. 6. 7. 8. 9. _____ … makes requests? … gains attention? … apologizes? … interrupts? … volunteers or offers help? Ratings Column ______ ______ C. General Social Performance 16. 17. 18. 19. 20. 21. Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved … completes assignments? … remains on task? … problem solves? … is honest? … negotiates? … other ___________________ A-7 ______ ______ “Where Theory Meets the Road”

Responsive Leadership Seminars® RESPONSIVE INDIVIDUAL: INTERPERSONAL SKILLS CURRICULUM A. Receptive Social Performance: 1. How to Follow Instructions * a. Look at the person. 1 b. Use a calm voice and acknowledge the instruction – “OK. ” c. Begin the task immediately. d. check back following the completion of task. e. Ask the responsible person to check your work. 2. How to Accept Criticism or Negative Consequences * a. Look at the person. b. Use a calm voice and acknowledge the criticism or consequence – “OK. " c. Ask the person for additional clarification if needed. d. If receiving criticism, ask the person for a suggested alternative – do not argue. e. When appropriate, thank the person showing interest. Various skills or skill components in this curriculum may be at variance with custom or practice of certain ethnic or culture groups. Where the variance creates a negative outcome for the child or youth, an alternative skill should be developed. As an example, "eye contact" is an important component of communication in many social interactions; certain cultures prefer alternative ways of orienting the eyes, head, and body. Those alternative ways can be behaviorally defined and taught in lieu of "eye contact. " 1 * Core skills Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved B-2 “Where Theory Meets the Road”

Responsive Leadership Seminars® RESPONSIVE INDIVIDUAL: INTERPERSONAL SKILLS CURRICULUM A. Receptive Social Performance: 3. How to Accept "No" for an Answer * a. Look at the person. b. Use a calm voice and acknowledge the denial – “OK. " c. If you disagree or feel it is unfair, ask permission to bring the topic up later – do not argue, whine, or pout. d. If you do not understand, use a calm voice and ask the person for a reason. 4. How to Accept a Complement a. Look at the person. b. Smile. c. Using a pleasant voice, say "thank you. " Do not disagree with the compliment. * Core skill Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved B-2 “Where Theory Meets the Road”

Responsive Leadership Seminars® NIÑOS Y JOVENES EN CONFORMIDAD SOCIAL CURRICULUM DE CONDUCTA SOCIAL E INTERPERSONAL A. Conducta Social Receptiva: 1. COMO SEGUIR INSTRUCCIONES 1 a. Mire a la persona. b. Use voz calmada y reconozca la instrucción. c. Hágalo inmediatamente. d. Revise el trabajo cuando esté terminado. e. Pida a la persona que revise el trabajo. 2. COMO ACEPTAR CRÍTICA Y UNA CONSEQUENCIA NEGATIVA a. Mire a la persona. b. Use voz calmada, reconozca la crítica o la consecuencia. c. Pregunte de manera cortés si usted no entendió. d. Si recibe una crítica, pregunte por una idea nueva. e. Dé gracias a la persona por su interés, cuando sea oportuno. Algunas destrezas y componentes del curriculum pueden ser variadas de acuerdo a la cultura de ciertos grupos étnicos. Cuando la variación crea un impacto negativo en la persona, puede usarse otra destreza como alternativa. Por ejemplo, "mirar a los ojos" es un componente importante en la comunicación. Ciertas culturas prefieren usar otras alternativas tales como mirar a los ojos, a la cabeza o al cuerpo. Todas estas conductas pueden ser definidas como "mirar a los ojos. " 1 Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved B-2 “Where Theory Meets the Road”

Responsive Leadership Seminars® NIÑOS Y JOVENES EN CONFORMIDAD SOCIAL CURRICULUM DE CONDUCTA SOCIAL E INTERPERSONAL A. Conducta Social Receptiva: 3. COMO ACEPTAR UN "NO" A UNA REPUESTA a. Mire a la persona. b. Use voz calmada y reconozca la respuesta. c. Si usted no está de acuerdo, haga preguntas más tarde. No arguya, no se queje o haga muestras de descontento. d. Si usted no entedió, haga preguntas con voz calmada. 4. COMO ACEPTAR UN CUMPLIMENTO (ELOGIO) a. Mire a la persona. b. Sonría. c. Dé las gracias. No responda negativamente. Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved B-2 “Where Theory Meets the Road”

Responsive Leadership Seminars® GAINS ® (Getting Along In Society®) An Interpersonal Skills Development Model Child or Youth Satisfaction Survey (Abridged) “Where Theory Meets the Road”

Responsive Leadership Seminars® CHILD AND YOUTH SATISFACTION SURVEY – LEVEL ONE ____ 1. How satisfied are you that _________ is (are) fair? Comments: ___________________________ 2. How satisfied are you with the amount of concern that ______ has (have) shown for you? Comments: ___________________________ 3. How satisfied are you that _________ is (are) teaching important skills such as: how to converse with other people; how to disagree without causing people to get angry with you; how to talk out problems; how to get along with teachers, employers, and staff; good study habits for school; good manners; how to care for your belongings; personal hygiene; how to follow instructions; how to remember; how to arrive at work on time; how to help others? Comments: ___________________________ 4. How satisfied are you that you know what you must do to improve your behavior in this program? Comments: ___________________________ 5. How satisfied are you that _________ is (are) helping you prepare to successfully complete this program? Comments: ___________________________ Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved F-6 “Where Theory Meets the Road”

Responsive Leadership Seminars® CHILD AND YOUTH SATISFACTION SURVEY – LEVEL ONE ____ 6. How satisfied are you that you are doing your best to learn and to benefit from this program? Comments: ___________________________ 7. How satisfied are you with the opportunities you have to express your ideas, to ask questions, and to help in making decisions in this program? Comments: ___________________________ 8. How satisfied are you with the pleasantness of _________? Comments: ___________________________ 9. How satisfied are you that the other individuals in this program are pleasant to be around? Comments: ___________________________ 10. Compared with other programs that you know about, how satisfied are you with the way that _________ run(s) this program? Comments: ___________________________ 11. Are there any positive or negative consequences attached to how you rate this form? Have Yes or No you been offered anything special or been told you will lose something in order to encourage you to give positive or high ratings? Comments: ___________________________ Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved F-6 “Where Theory Meets the Road”

Responsive Leadership Seminars® GAINS ® (Getting Along In Society®) An Interpersonal Skills Development Model Semi-Self Government “Where Theory Meets the Road”

Responsive Leadership Seminars® SEMI-SELF GOVERNMENT Major Self Government Components (Priority of Skill Development) A. Self Reporting B. Peer Reporting C. Family Conference D. Peer Manager Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved I-2 “Where Theory Meets the Road”

Responsive Leadership Seminars® SEMI-SELF GOVERNMENT Self & Peer Reporting A. Accepting Personal Responsibility B. “Looking Out” for Each Other C. Keeping It in the Family D. Keeping Each Other Out of Trouble is a Way of Caring E. Teaching Peer Reporting Versus Ratting Out F. Family Safety G. Teaching Reporting Skills Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved I-2 “Where Theory Meets the Road”

Responsive Leadership Seminars® SEMI-SELF GOVERNMENT Functions of Family Conference A. Accepting Personal Responsibility • • • Problem Analysis Decision Making Rule Creation, Change & Review Rule Violation Definitions Group Presentation Discussion/Debate Giving Public Criticism Voting Request Help ¤ ¤ • ¤ Discuss Grievances Giving Public Feedback to Staff Help Set Consequences Evaluate Consequences = Level One Participation Skills = Level Two Participation Skills B. “Looking Out” for Each Other C. Keeping It in the Family D. Keeping Each Other Out of Trouble is a Way of Caring E. Teaching Peer Reporting Versus Ratting Out F. Family Safety G. Teaching Reporting Skills Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved I-2 “Where Theory Meets the Road”

Responsive Leadership Seminars® SEMI-SELF GOVERNMENT Family Conference Agenda Card Number of Youth Present ______________ Date __________ Problem Behavior Rule Problem Other _______________ What was the problem? _______________________________________________________________ Who brought it up (or reported it)? ______________________ Did the staff deliver any decision before the Family Conference? __________ If a problem behavior was discussed, did: Youth admit guilt? Peers vote on guilt? Staff determine guilt? Not guilty What was the outcome (rule change or consequence) of the conference? ___________________________________________ Staff decision Peers decision Both Youth(’s) accepted responsibility Indicate all consequences delivered to any or all youths __________________________________________________ Did you discuss the issues of: Fairness Effectiveness Happiness Concern Pleasantness Helping youth to become a better person Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved I-5 “Where Theory Meets the Road”

Responsive Leadership Seminars® SEMI-SELF GOVERNMENT Family Conference Agenda Card A Family Conference Components Staff Role Youth Role B Bringing Conference to Order X X C Successes/Compliments X X D Identify Issue/Family Conference Agenda Card X X E Youth Appropriate Input X X F Praise Rationales – Use Concept of Fairness, Pleasantness and Concern X X G Discuss Possible Consequences – Use Concept of Fairness, Pleasantness and Concern X X H Voting For Tie-Breaker X I Discuss Follow-up Needed and Actions to be Taken X X J Set Review Date X X Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved I-6 “Where Theory Meets the Road”

Responsive Leadership Seminars® SEMI-SELF GOVERNMENT Youth Skills Needed for Effective Family Conferences A. Discussion Skills B. Criticism Skills (Giving & Receiving) C. Providing Rationales D. Recognizing Positive and Problem Behavior E. Providing Rational Suggestions F. Expressing Concern & Empathy G. Problem Reporting H. Family Conference Agenda Card Completion I. Acknowledging Positive Behavior J. Limits of Youth Self Government Activity • Items not in their control • Skill levels need by youth • Staff veto authority • Review date Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved I-7 “Where Theory Meets the Road”

Responsive Leadership Seminars® SEMI-SELF GOVERNMENT Peer Manager Systems Developing Peer Managers A. Managers are Trained B. Managers are Elected C. Managers are Reviewed D. Managers can be Recalled E. Manager can be Any Youth on Weekly or Higher System Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved I-8 “Where Theory Meets the Road”

Responsive Leadership Seminars® SEMI-SELF GOVERNMENT Peer Manager Systems Effective Peer Manager Skills A. Providing Praise B. Accepting Criticism C. Providing Criticism D. Basic Instruction Following E. Knowing Basic Rules and Maintenance Task Steps & Criteria F. Giving & Taking Away Points G. Family Conference Discussion Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved I-9 “Where Theory Meets the Road”

Responsive Leadership Seminars® SEMI-SELF GOVERNMENT Peer Manager Duties A. Monitoring Wake-up B. Check Bedroom Maintenance C. Monitor Clean-up After Breakfast D. Monitor Preparation and Departure for School/Work E. Check Appliance Operation and Lights F. Check Constant Jobs G. Check Dinner Clean-up H. Monitor Bed Time I. Give & Take Points (100 to 1000) Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved I-10 “Where Theory Meets the Road”

Responsive Leadership Seminars® SEMI-SELF GOVERNMENT Peer Manager Systems Peer Manager Review Did the manager check all jobs and maintain criteria? Was the peer manager positive, pleasant, helpful, and look for opportunities to teach? Did the peer manager provide negative feedback appropriately? Was the peer manager fair and treat individuals equally? Has the peer manager accepted feedback appropriately at family conference? Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved I-11 “Where Theory Meets the Road”

Responsive Leadership Seminars® SEMI-SELF GOVERNMENT Family Conference Practice Exercise Time Needed: 1 hour, 15 minutes Group Size: Three to seven persons per group Roles Description: A. Staff Chair – One Person 1) Bring Family Conference to order; 2) Welcomes participants; 3) Presents positive feedback with points to two youths (kitchen maintenance, avoiding a fight at school); 4) Present a home operations change: either staff beginning to cook breakfast and dinner or youth’s beginning to cook breakfast and dinner; 5) Conduct the Conference for seven (7) minutes; 6) Interact during the meeting by using all of the DIALOGUE BEHAVIOR list items; 7) Keep track of time. B. Youth Feedback Coordinator – One Person 1) Is a RATIONALE/REASONABLE YOUTH (see “E” below); 2) Using the DIALOGUE BEHAVIOR list, observes the Staff Chair and coordinates feedback to the Staff Chair, following the seven-minute meeting; 3) Three (3) minutes are available for feedback. Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved I-11 “Where Theory Meets the Road”

Responsive Leadership Seminars® SEMI-SELF GOVERNMENT Family Conference Practice Exercise Roles Description: C. Youth Supporter (Positive) – One Person Responds sincerely, supportively, positively, and encouragingly to the other youth and staff ideas, solutions, suggestions or plans. D. Youth Non-Supporter (Negative) – One Person Responds unsupportively and negatively to the other youth and the Staff Chair’s ideas, solutions, suggestions or plans. E. Rational/Reasonable – One to Three Persons Responds with reason and logic, either “pro” or “con” to all proposed ideas, solutions, suggestions or plans. If a “con” response is warranted, respond pleasantly. Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved I-11 “Where Theory Meets the Road”

Responsive Leadership Seminars® SEMI-SELF GOVERNMENT Family Conference Initiating the Practice: Participants are assigned to their practice groups (3 to 7 persons) and requested to move to their designated meeting area. Participants take with them the Family Conference skills materials and their name tent. One of the participants is asked to volunteer and assume the initial Staff Chair’s role. Individuals to the right of the Presenter then assume roles as shown in diagram. Rotation of Roles: Each member of the group will have an opportunity to assume each of the roles. At the conclusion of any Staff Chair’s feedback, the roles are shifted to the right. Rotation continues until every member of the groups has assumed all the roles. Debriefing After Practice: Did you identify situations suggesting: a) positive feedback; b) negative feedback; c) accepting feedback; d) not presenting a topic item; e) Preventative Teaching individual participants prior to the meeting; f) attending too much to the "NEGATIVE" person; g) attending too little to "NEGATIVE" person. h) Participants who are not ready for Family Conference Semi-Self Government. Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved I-13 A F B E C D “Where Theory Meets the Road”

Responsive Leadership Seminars® SEMI-SELF GOVERNMENT Family Conference – Observation/Feedback Form Dialog Behavior • Eye Contact, Voice Volume, Inflection, Clarity • Request for Input • Acknowledgement of Input • Rationales • Descriptively Specific • Request for Understanding • Examples • Humor • Offers of Assistance • Use of People’s Names • Compliments • Empathy • Make Requests • Request Alternatives Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved Time Started: ______ Time Ended: _______ Youth “OK” Staff “OK” _______ _______ _______ _______ _______ _______ _______ Agenda Outline A. B. C. D. E. F. G. Bring family conference to order Share success/complaints Identify issue using family conference card Review any residence policy, procedure, or process Request appropriate youth input items Request rationales for varying point of view Discuss possible consequence for varying point of view H. Request vote I. Discuss result and needed follow-up actions J. Set review date K. Discuss fairness, pleasantness and concern I-13 “Where Theory Meets the Road”

Responsive Leadership Seminars® GAINS ® (Getting Along In Society®) An Interpersonal Skills Development Model Motivation Systems – Appendix J – “Where Theory Meets the Road”

Responsive Leadership Seminars® WHY POINT-BASED ARTIFICIAL MOTIVATION A. Structure Staff Behavior B. Measure Staff Behavior C. Protect Youth Rights D. Provides Effective Motivation AN EFFECTIVE POINT-BASED MOTIVATION SYSTEM IS … A. Socially Responsive B. Documented C. Efficient D. Positive and Negative E. Flexible F. Transparent G. Fair and Consistent H. Semi-Self Governed Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved J-2 “Where Theory Meets the Road”

Responsive Leadership Seminars® MOTIVATION SYSTEMS FLOW CHART Homeward Bound Success Failure Merit System Success Failure Success Weekly Point System Success Failure Hourly Point System Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved Success Failure Daily Point System Success Sub. System Success Failure J-3 Item Exchange System “Where Theory Meets the Road”

Responsive Leadership Seminars® SYSTEM LEVEL MOVEMENT CRITERIA System Item-exchange System Success Hourly-Point-System criterion is still in effect Hourly Point System Four successful intervals in a row advances a youth to the Daily-Point System Total accumulation of 150, 000 points advances the youth to the Weekly-Point. System The accumulation of 100 bonds permits the youth to move to the Merit System Daily-point System (Start Level) Weekly-point System Sub-system Merit System A predetermined number of points (usually 150, 000 to 200, 000) allows the youth to return to whatever system he was on Four weeks with 10 or less errors permits the youth to begin the Homeward Bound System Failure Keep trying new consequences until one is found that will begin to bring the behavior under control Three out of five unsuccessful intervals results in the reduction of the Item. Exchange-System Six out of ten unsuccessful days results in a move to the Hourly-Point-System Three out of four unsuccessful weeks returns the youth to the Daily-Point-System for at least 100, 000 points. If motivation appears to be lacking, try Time-Based Sub-System or perhaps the Item-Exchange-System One week with more than 10 errors could require the youth to earn 50 bonds on the Weekly-Point-System before trying again Homeward Bound System Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved J-4 “Where Theory Meets the Road”

MOTIVATION SYSTEM – POINT CARD (FRONT) Monday Tuesday Wednesday Thursday Name…………. . Friday Saturday Sunday Remarks Date……………. . . M L D Place a check in the box that indicates the system you are on. Price for Licenses Merit System Sub Daily Weekly Daily Price Weekly Price Sub-basics 10, 000 Basics 10, 000 Merit 5, 000 Free 3, 000 Free 6, 000 Free-time (Comm) 6, 000 Free Bonds (Each) 1, 500 Free Allowance $1 (1) 3, 000 Free Snacks TV Free-time (Home) 20, 000 10, 000 20, 000 Special J-5 All privileges are free – but you need 100 BONDS to get on the Merit System the first time – then 50 BONDS each additional time. You can start the Homeward Bound System after four weeks on the Merit System.

MOTIVATION SYSTEM – POINT CARD (BACK) Privileges for Today Points Basics, Snacks, TV Code Description Free-time Home T-P Points Total Made Free-time Community Code Description Total Lost J-6 T-P

Responsive Leadership Seminars® MOTIVATION SYSTEM SAMPLE POINT CONSEQUENCES Positive Negative Maintenance (3, 000 -5, 000/hour) Clean room Clean bathroom Constant job Weekly job Washing, drying, folding clothes Setting table Sweeping Vacuuming Mopping Waxing Dusting Washing dishes Breakfast Lunch Dinner Cooking/preparing food Cleaning major appliances (inside & out) Washing windows Washing van Mowing lawn Raking/shoveling snow Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved +500 +1, 000 +5, 000 +1, 500/load +100/place setting +300/room +500/room +1, 000/room +300/room Leaving tools out Not making bed Not cleaning room Not completing constant job Pool quality work Do task over & receive no pts. Take excessive time on task -500 -2, 000 -100 pts. Min. over specified time. +1, 500 +1500 +6, 000 +500 -1000/dish +500 -1000 +200/each +3, 000 +10, 000 +2, 500/½ hour J-13 “Where Theory Meets the Road”

Responsive Leadership Seminars® MOTIVATION SYSTEM SAMPLE POINT CONSEQUENCES (CONTD. ) Positive Negative Academic (4, 000– 6, 000/hour) Good daily school notes Good report card Good verbal report from teacher Homework Reading Tutoring Weekly grades (see Figure E in “Working with Schools” chapter Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved +3, 000 to 5, 000 +10, 000 +5, 000/hour +6, 000/hour +50 -100/page +6, 000/hour Poor school note Poor report card Poor verbal report from teacher Late for school or class Forgetting books/paper Destruction of property (carelessness, writing in books) Lost school notes J-13 -10, 000 -20, 000 -10, 000 -300/min. -1, 000/each -1, 000 “Where Theory Meets the Road”

Responsive Leadership Seminars® MOTIVATION SYSTEM SAMPLE POINT CONSEQUENCES (CONTD. ) Positive Negative Social (5, 000– 8, 000/hour) Volunteering Practicing/learning a new skill Phone skills Good table manners Appropriate greeting skills Good conversation skills Participation in Family Conference Peer report at Family Conference Following instructions Accepting criticism Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved +500 -1, 000 2, 000 -5, 000 (if preventative or up to ½ fine back if using positive correction +500 +2, 000 +1, 000 Up to ½ fine back +500 +1, 000 Interrupting Not obeying (not following instructions) Lying Stealing Cheating Using unearned privileges Not reporting a peer’s rule violation Arguing (peers) Arguing (adult) Bragging Not accepting criticism Inappropriate facial expression Temper (yelling, stomping, swearing, slamming objects, etc. ) J-14 300 2, 000 -10, 000 20, 000 10, 000 5, 000 300 -3, 000 500 -5, 000 1, 000 2, 000 up 500 3, 000 -10, 000 “Where Theory Meets the Road”

Responsive Leadership Seminars® MOTIVATION SYSTEM SAMPLE POINT CONSEQUENCES (CONTD. ) Positive Negative Social (5, 000– 8, 000/hour) Request permission Gives compliments Express appreciation Rational problem solving Good personal hygiene Punctual Disagrees appropriately Pleasant & cheerful Large independent living skills (job interview, money management, first aid, etc. ) Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved +500 +1, 000 +500 +2, 000 +500 +1, 000 +500 +5, 000 Teasing (name calling, annoying gestures) Noise & rowdiness Poor hygiene Inappropriate clothing Carelessness (with furniture or equipment) Moody J-14 - 1, 000 - 2, 000 - 1, 000 -5, 000 - 500 “Where Theory Meets the Road”

Responsive Leadership Seminars® MOTIVATION SYSTEM DAILY/WEEKLY SYSTEM SUMMARY LOG Names Point Sheet for the Week of __________ Day of the Week Difference Subtotal Difference Subtotal Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved J-15 “Where Theory Meets the Road”

Responsive Leadership Seminars® MOTIVATION SYSTEM DAILY/WEEKLY SYSTEM SUMMARY LOG Names Point Sheet for the Week of __________ Price Privilege 5, 000 Basics 3, 000 Snacks 3, 000 TV 6, 000 Hometime 6, 000 Saturday Work 3, 000 Allowance $1 (1) 6, 000 Allowance $2 (2) 1, 500 Bonds Special (1) Special (2) Carry Over Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved J-15 “Where Theory Meets the Road”

Responsive Leadership Seminars® MOTIVATION SYSTEM SUB-SYSTEM PAYOFF LOG Name: ___________________ Date: ____________________ Total Amount of Sub: _____________ Daily Difference: _______________ Type of Sub: _________________ Privileges Available: _____________ Other Restrictions/Requirements: ______________________________ Day/Date Difference Difference Sub-total Sub-total Difference Sub-total Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved J-17 “Where Theory Meets the Road”

Responsive Leadership Seminars® MOTIVATION SYSTEM MERIT SYSTEM EVALUATION LOG Name: ____________________________ Date: ___________ SOCIAL Behaviors Avg. Rating Language with peers 1 -5 Language with adults 5 -10 Putting and sulking 2 -5 Fighting, defiance and anger 5 -10 Manners and greeting skills 1 -4 Hygiene and neatness 1 -3 Promptness 1 -5 Participation in self-government 1 -3 Limit testing 1 -4 Rowdiness 1 -3 Volunteering 1 -3 Quality of volunteer work 1 -3 Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved J-18 M T W T F S S “Where Theory Meets the Road”

Responsive Leadership Seminars® MOTIVATION SYSTEM MERIT SYSTEM EVALUATION LOG Name: ____________________________ Date: ___________ MAINTEANCE Behaviors Avg. Rating Room 1 -5 Bathrooms 1 -5 Constant jobs 1 -5 Weekly jobs 1 -5 Washing dishes 2 -8 Picking up after self 1 -3 Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved J-18 M T W T F S S “Where Theory Meets the Road”

Responsive Leadership Seminars® MOTIVATION SYSTEM MERIT SYSTEM EVALUATION LOG (Contd. ) Name: ____________________________ Date: ___________ OTHER ACA Behaviors Avg. Rating Social behavior in school 5 -10 Grades in school 2 -9 Recycling efforts 2 -5 Calls or reports by citizen 5 -10 Legal offenses 5 -10 Home-visit reports 5 -10 M T W T F S S Total errors for the day* Total cumulative errors * Not to exceed 10 Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved J-18 “Where Theory Meets the Road”

Responsive Leadership Seminars® MOTIVATION SYSTEM DEFINITIONS FOR MERIT SYSTEM BEHAVIORS Social Behaviors 1. Appropriate language with peers = refraining from aggressive statements, arguments, name calling, etc. 2. Appropriate language with adults = refraining from interrupting, talking back, as well as obtaining permission before engaging in certain activities, etc. 3. Pouring, sulking = not talking when spoken to, head hung, lack of eye contact, lack of smiling, etc. 4. Fighting, defiance and anger = loud yelling in anger, door slamming, foot stomping, physical contact with anger, cursing while angry, etc. 5. Manners and greeting skills = table manners, appropriate greeting behavior such as eye contact and standing up when an adult visitor enters the rooms, etc. 6. Hygiene and neatness = clean, talking a bath, brushing teeth, wearing clean and appropriate clothes. Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved J-20 “Where Theory Meets the Road”

Responsive Leadership Seminars® MOTIVATION SYSTEM DEFINITIONS FOR MERIT SYSTEM BEHAVIORS Social Behaviors 7. Promptness = returning on time from errands, school, home and free time off grounds. However, completion of jobs on time would be considered under maintenance behavior. 8. Participation in self-government = participation in the family conference, failure to report a rule violation by a peer, manager duties, etc. 9. Limit testing = comments that are not clear-cut inappropriate comments but suggest or hint at inappropriate activities. 10. Rowdiness = physical contact that is not fighting but is disruptive running in the house, yelling in the house, etc. 11. Volunteering = offers of help or assistance to staff and other youth or neighbors. 12. Quality of volunteer work was significant. Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved J-20 “Where Theory Meets the Road”

Responsive Leadership Seminars® MOTIVATION SYSTEM DEFINITIONS FOR MERIT SYSTEM BEHAVIORS Maintenance Behaviors 1. Room = making the bed, putting dirty clothes in hamper, vacuuming floors in personal rooms, etc. 2. Bathrooms = cleaning the bathroom or part of the bathroom that the manager assigns to the youth. 3. Constant job = keeping the area of the house that has been assigned to the youth neat all day. 4. Weekly jobs = thorough and detailed cleaning of the area of the house that has been assigned to the youth to clean one specific day of that week. For example, cleaning the stove or waxing the floor. 5. Washing dishes = includes volunteering to help wash dishes. 6. Picking up after yourself = putting away used dishes, disposing of trash, personal clothing. Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved J-20 “Where Theory Meets the Road”

Responsive Leadership Seminars® MOTIVATION SYSTEM DEFINITIONS FOR MERIT SYSTEM BEHAVIORS (CONTD. ) Academic Behavior 1. Social behavior in school = reports on daily or weekly school note, telephone calls from school, peer reports of misbehavior at school, etc. 2. Grades in school = the average of the weekly grades that are earned in each of the youth’s courses on the past weekly school notes. Other Behaviors 1. Recycling efforts = not recycling/reusing materials. 2. Calls or reports of misbehavior by the public = reports from neighbors about the youth running across lawns, friends’ reports of the youth misbehaving in public, fighting at the swimming pool, etc. 3. Legal offenses = any negative contact with the law or participation in any illegal activity (e. g. , drug use, shoplifting, etc. ). 4. Home visit reports from parents = poor home note, telephone complaints from parents, peer reports of misbehavior at home, etc. Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved J-20 “Where Theory Meets the Road”

Responsive Leadership Seminars® RESPONSIVE MANAGEMENT®: GAINS (Getting Along In Society®) AN INTERPERSONAL SKILLS DEVELOPMENT MODEL “Where Theory Meets the Road” Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved “Where Theory Meets the Road”

Responsive Leadership Seminars® THANK YOU www. responsivemgt. com Richard L. Baron Responsive Management Systems® © 1985 -2018 All Rights Reserved “Where Theory Meets the Road”