Title of Intervention: by ISCI8UCB

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									                      Title of Intervention: Response-Cost Lottery

Purpose: The purpose of this intervention is to reduce the negative and disruptive
behaviors displayed in the classroom.

Age/Grade Level: K-12

Format: Check all that apply
   Individual                                      Small Group
   Dyads                                           Whole Class

Materials Needed: Index card, tape, slips of different colored paper for each student, a
box, and prizes.

Frequency / Duration: Initially, the Response-Cost Lottery system will last for 30
minutes per day and will occur for 3 weeks. As time goes on and once the students have
adapted to this monitoring system and it has proven successful, the time limit for
monitoring can be increased.

Intervention Script: 1. The first step is to make sure all materials for this intervention
are secured. A. The teaacher needs to select the target students that are displaying the
disruptive behaviors. The teacher then needs to clearly define 1-3 disruptive behaviors
that he/she would like to see reduced, e.g. turning around in seat, talking-out, and
failing to keep hands to self. B. The teacher then needs to decide during instructional
time when and how long to implement this intervention, e.g. every day for 30 minutes
during the student's math class. It is important to note that the intervention should
only be applied during the class where most of the disruptive behaviors occur. C. The
next step is for the teacher to decide how many paper slips will be given to each student
in the beginning of each day of the intervention and the number of slips that it will take
to obtain a specific prize. D. The teacher also needs to decide when to hold the lottery
drawing. For students with severe disruptive behavior, holding a lottery drawing daily
would be beneficial to achieve initial success. However, holding a lottery drawing once
a week has been shown to be sufficient. E. It is now important that the materials be
made. F. The teacher needs to first cut up slips of paper in different colors for each of
the students. These slips of paper represent that student's lottery ticket. After cutting
up the slips, the teacher will write the name of each child on their corresponding slips.
G. The teacher then needs to take an index card and tape down only 3 of the conrners
of the card on the target student's desk so that these slips of papers can easily be
removed when the student displays a disruptive behavior. H. The teacher needs to
bring in a box that will be used for the lottery drawing.
2. The second step involves the explanation of this intervention to the target students.
A. The teacher needs to explain to the target students that they have a chance to earn
prizes when they demonstrate good behavior. B. It's also important to describe the
behaviors you are trying to reduce. A good way to get this across is through
demonstration and so you would say to to the student, "these are disruptive behaviors
that are occurring, demonstrate one of them, and here is an example of a positive
behavior that I would like to see happen." C. Explain to the students the meaning of the
index card and the slips of paper with their names on them on their desk. It is important
that the teacher be very clear with the description of the role of the slips of paper, the
box, and the index card. It may be good practice to have the student repeat the
directions back to you to convey their understanding. D. The next step is to explain the
process. the teacher says to the student, "this is how the system works, you will receive
lets say 4 slips of paper in the morning. For every disruptive behavior a slip will be
removed from under your index card. At the end of the day the slips you have left
under your index card will be placed in a box and that at the end of the day or week
(depending on when you decide the drawing should take place) there will be a drawing,
and if your name is picked you will win a prize. Know this, good behavior equals getting
to hold onto the slips. So the more slips of paper you put in the box, the better your
chances are at winning the prize. Doyou understand?"
3. the third step involves the actual implementation of the intervention. A. Start the
Response-Cost Lottery intervention. It's important to note, that if a student does
display a disruptive behavior, the teacher will remove a slip from under his/her index
card quietly so that you do not draw unnecessary attention to the child. If a child
appears confused as to why you are taking a slip, just provide a brief explanation in a
soft voice to not draw attention and continue with the instruction. 4. The final step at
the end of each week is to have a lottery drawing and the student's name that is drawn
from the slips of colored paper gets to choose a prize. A. After allowing the student to
pick a prize, empty the box of colored slips and start all over again. B. It's also a good
practice at the beginning of the monitoring period every day to remind the target
students that the actual monitoring is beginning and to provide the students with some
expectations, e.g. be sure to give me your best work or remember if you want to ask a
question you need to raise you hand first.

Data Collection: -- To assess the progress of the student, a questionaire will be
administered. -- The teachers will be asked to fill out a checklist at the end of each day
to assess the progress or reduction of negative and disruptive behaviors. -- Also,
through the use of outside observers (school psychologist or guidance counselor),
interrater relibility scores will provide a direct portrayal of the student's progress.

References: Witt, Joseph., & Elliot, Stephen. (1982). The response cost Lottery: A time
efficient and effective classroom intervention. Journal of School Psychology, 20, (2). 155-
161

Compiled by: Matt Cianciolo

Attached Documents: See Resource manual to develop any monitoring forms.

								
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