The response cost lottery: A time efficient and effective classroom intervention

Witt, Joseph C.; Elliot, Stephen N.

doi:10.1016/0022-4405(82)90009-7

Cited by 53 publications

(22 citation statements)

References 10 publications

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“…The second part of the case included six behavioral interventions: praise (description based upon Workman, Kindall, & Williams, 1980), ignoring (Workman, Kindall, & Williams, 1980), home-based reinforcement (Witt, Hannafin, & Martens, in press), response cost lottery (Witt & Elliott, 1982), token economy (Stainback, Payne, Stainback, & Payne, 1973), and time-out (Lahey, McNees, & McNees, 1973). This sample of interventions included both those designed to increase appropriate behavior (e.g., praise, home-based reinforcement, and token economy) and those designed to decrease inappropriate behavior (e.g., ignoring, response cost, and time-out).…”

Section: Methodsmentioning

confidence: 99%

“…Numerous studies have documented improvements in children's behavior as a result of the application of behavioral methods (cf. Azrin, Azrin, & Armstrong, 1977;Kazdin & Geesey, 1980;Witt & Elliott, 1982;Witt, Hannafin, & Martens, in press;Workman, Helton, & Watson, 1982). Despite the innovations in classroom management, many school psychologists, functioning in a consultative role, still encounter teacher resistance to the adoption of behavioral interventions.…”

Section: Colorado State Universitymentioning

confidence: 99%

“…Despite the innovations in classroom management, many school psychologists, functioning in a consultative role, still encounter teacher resistance to the adoption of behavioral interventions. Witt and Elliott (1982) have noted that teachers frequently complain that they do not have the time or resources to implement many behavioral interventions. Instead, many teachers apparently prefer referral to special education as an intervention of choice (Algozzine, Ysseldyke, Christenson, & Thurlow, 1982).…”

Section: Colorado State Universitymentioning

confidence: 99%

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Assessing the acceptability of behavioral interventions used in classrooms

1983

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This study examined components of teacher judgements that an intervention is either acceptable or unacceptable. A total of 180 preservice and student teachers were asked to evaluate the acceptability of six different interventions. The evaluations of acceptability were assessed using a 20-item rating scale. A factor analysis of the rating scale yielded one major dimension, a general acceptability factor, and four secondary dimensions of intervention acceptability: risk to the target child, amount of teacher time required, effects of the intervention on other children, and amount of teacher skill required. Results are discussed in terms of designing interventions that are both effective and usable by classroom teachers.

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Section: Methodsmentioning

confidence: 99%

Section: Colorado State Universitymentioning

confidence: 99%

Section: Colorado State Universitymentioning

confidence: 99%

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Assessing the acceptability of behavioral interventions used in classrooms

1983

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“…8. Acceptability: teachers are influenced by the acceptability of an intervention in terms of preferring positive interventions and the time, skills and material resources required (Witt and Elliott, 1982). The raffle system scores well on all of these counts.…”

Section: Discussionmentioning

confidence: 99%

Reducing Aggressive Playground Behaviour by Means of a School‐wide ‘Raffle’

Roderick

Pitchford

Miller

1997

Educational Psychology in Practice

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This research focuses on inappropriate aggressive behaviour of children aged 5 to 7 years in the school playground. Lunchtime supervisors were trained to distribute raffle tickets as reinforcement for appropriate playground behaviour. The prize draw for the raffle was held at the end of the five week intervention period. Using an AB design, observing target behaviours pre and post-intervention, it was found that the number of kicks was reduced by 75 per cent and the number of hits by 47 per cent. The importance of reducing aggression in the playground and other possible applications for a raffle system are discussed.

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“…Consequently, the present study used a multi-component intervention comprising a token economy with a response cost, mystery motivator, and posted classroom rules. Response cost is an effective strategy (Humphrey, Karoly, & Kirschenbaum, 1978;Witt & Elliott, 1982). However, it has been shown to be more effective in reducing disruptive behaviors when used in conjunction with a token economy (McLaughlin & Scott, 1976;McNamara, 1971;Pace & Forman, 1982).…”

mentioning

confidence: 99%

A Classroom-Based Intervention to Reduce Disruptive Behaviors

Mottram

Bray

Kehle

et al. 2002

Journal of Applied School Psychology

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The present study investigated the effectiveness of an intervention comprising posted classroom rules, token economy, response cost, and mystery motivators in reducing disruptive classroom behavior. Participants were three male second grade students identified as having oppositional defiant disorder. To serve as an additional control, a class composite was formed using five male classmates whose behavior was judged appropriate. The study employed a multiple baseline across subjects design. Results showed an immediate and pronounced decrease in disruptive behaviors for all three students. Furthermore, their rates of disruptive behaviors were consistently below that of the class composite control. This decrease in inappropriate classroom behavior continued during follow-up. The teacher reported that the intervention was relatively easy to implement, and together with its effectiveness in reducing disruptive behaviors, functioned to reinforce her willingness to incorporate the intervention into daily instructional practice.

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The response cost lottery: A time efficient and effective classroom intervention

Cited by 53 publications

References 10 publications

Assessing the acceptability of behavioral interventions used in classrooms

Assessing the acceptability of behavioral interventions used in classrooms

Reducing Aggressive Playground Behaviour by Means of a School‐wide ‘Raffle’

A Classroom-Based Intervention to Reduce Disruptive Behaviors

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