Mystery Motivator: A Tier 1 classroom behavioral intervention.

A single‐case experimental design was used to evaluate the effects of the Caterpillar Game, a classroom management system, on disruptive behavior in a general education first grade classroom. A multiple baseline design across settings was used to evaluate changes in student disruptive behavior and teacher praise. When the Caterpillar Game was introduced, increased teacher praise and reduction in student disruptive behavior were observed across all three settings and was sustained 8 weeks later. Teacher satisfaction for the Caterpillar Game was also positive. This study extends the literature on classroom management systems by providing initial support for the effectiveness of the Caterpillar Game, an easy and simple to implement classroom management tool.

Section: Summary and Purposementioning

confidence: 99%

The Caterpillar Game: A Classroom Management System

Floress

Rock²,

Hailemariam

2017

“…MM adds an element of intrigue to the reinforcement contingencies. The efficacy of MMs has been demonstrated in a number of studies with various populations, including students diagnosed with emotional disturbance (Kehle, Bray, Theodore, Jenson, & Clark, 2000;Theodore, Bray, & Kehle, 2004), Head Start preschoolers (Murphy, Theodore, Aloiso, Alric-Edwards, & Hughes, 2007), elementary school students (Kelshaw-Levering, Sterling-Turner, Henry, & Skinner, 2000;Kowalewicz & Coffee, 2014;Madaus, Kehle, Madaus, & Bray, 2003), and high school students (Schanding & Sterling-Turner, 2010). It has been used to reduce off-task and disruptive behavior (Kehle et al, 2000;Murphy et al, 2007) and to improve homework completion (Madaus et al, 2003;Moore, Waguespack, Wickstrom, Witt, & Gaydos, 1994).…”

Section: Add Mystery!mentioning

confidence: 99%

“…In some studies, experimenters placed a written description of the consequence in an envelope or box stamped with a question mark and publically displayed the envelope or box while the students worked on the task, thereby shrouding it in mystery while making it clear that something good would happen if the criterion was met (Kehle et al., ). In other studies, experimenters displayed a jar full of slips of paper describing reinforcers that were randomly selected after students met their goal (Kelshaw‐Levering et al., ; Kowalewicz & Coffee, ). Finally, in some studies, experimenters used MM to establish a variable schedule of reinforcement by secretly marking a calendar on random days to indicate that reinforcement was available, and then requiring students to meet the performance criterion before revealing whether reinforcement was available that day (Madaus et al., ; Moore et al., ).…”

Section: Make ‘Em Wanna Do It Through Choice and Mysterymentioning

confidence: 99%

Setting the Stage for Academic Success Through Antecedent Intervention

Kruger

Strong

Daly

et al. 2015

Behavior‐analytic academic intervention research has gained popularity among school psychologists because it offers a unique combination of robust principles of behavior and a degree of clarity and precision about functional relationships that is unparalleled in other learning paradigms. This article reviews the literature for a type of antecedent manipulation that is well established in the field of applied behavior analysis, but which has been sorely neglected in the area of academic interventions: motivating operations (MOs). The existing literature suggests two strategies in particular that can be easily combined with existing interventions—choice and indiscriminable contingencies. These strategies can increase the relative strength of reinforcing consequences for correct responses to academic tasks. This article reviews the empirical support for the variety of ways in which each strategy can be implemented and ties their effects to the functional properties of MOs. To date, attempts to bring together in a single publication the most effective strategies falling under the conceptual umbrella of MOs and articulate their implications for academic interventions are lacking. The current article explains the potential role of MOs (and the associated intervention strategies) in academic interventions and provides guidance for their use as components that can be added to academic interventions. The application of MO manipulations is illustrated in a comparison of the effects of indiscriminable contingencies with high‐preference consequences on the rate of math computation fluency for two elementary school children.

“…If reinforcement is available that day, students are given an unknown randomly selected reinforcer. If reinforcement is not available that day, then reinforcement is withheld and students are reminded that they will have another opportunity to earn a prize the following day (Kowalewicz & Coffee, ).…”

Section: Introductionmentioning

confidence: 99%

“…The Mystery Motivator intervention has been utilized to improve homework completion and accuracy (Madaus, Kehle, Madaus, & Bray, ), and decrease disruptive behaviors (Kowalewicz & Coffee, ; Murphy, Theodore, Aloiso, Alric‐Edwards, & Hughes, ; Robichaux & Gresham, ). The intervention has been reported as acceptable for teachers, as it requires minimal teacher time, training, and materials (e.g., Beeks & Graves, ).…”

Section: Introductionmentioning

confidence: 99%

Behavior Bingo: The effects of a culturally relevant group contingency intervention for students with EBD

Collins

Hawkins

Flowers

et al. 2017

Students with emotional and behavioral disorders (EBD) have difficulty with academic engagement during independent seatwork tasks. The goal of the current study was to evaluate the effectiveness of Behavior Bingo, a novel interdependent group contingency intervention, on the academic engagement, off-task, and disruptive behavior of students with EBD during independent seatwork in an urban alternative high school setting. During the intervention, the class collaborated to fill in a posted Bingo board contingent on demonstrating appropriate behavior. Using an ABAB withdrawal design in two classrooms, the Behavior Bingo intervention showed promise as a feasible and effective classroom management intervention. Given the urban setting and diverse sample of participants, implications for culturally relevant and responsive intervention are discussed, including the role of peers in culturally responsive intervention, the use of randomization and uncertainty, preference assessment, and engaging intervention components.