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A comparison of the mystery motivator and the Get 'Em On Task interventions for off‐task behaviors
Author(s) -
Kraemer Elisabeth E.,
Davies Susan C.,
Arndt Kelli Jo,
Hunley Sawyer
Publication year - 2012
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20627
Subject(s) - psychological intervention , psychology , task (project management) , class (philosophy) , applied psychology , developmental psychology , social psychology , mathematics education , pedagogy , computer science , management , artificial intelligence , psychiatry , economics
Attending to instruction is a critical behavior for academic success. Many elementary school teachers, however, identify disruptive and inattentive classroom behaviors as key barriers to students' successful educational performance. This study examined the impact of two class‐wide positive behavior support programs. The Mystery Motivator and Get 'Em On Task interventions were implemented in an alternating treatments design with fifth grade participants to decrease off‐task behaviors. Results indicated that both interventions effectively decreased off‐task behavior at the class‐wide level. Implications and suggestions for future research on evidence‐based behavioral interventions are discussed. © 2011 Wiley Periodicals, Inc.