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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