A Research On Group Oriented Intervention

1089 WordsMar 27, 20175 Pages
For teachers, the biggest difficulty they face is disruptive behaviors in students. Disruptive behaviors make up one-half to one-third of child referrals to school psychologists (Luiselli, Putnam, & Sunderland, 2002). Because these behaviors are so prevalent it can cause significant stress for teachers lacking classroom management skills. Reports from teachers show that 76% believe they would be better able to teach with a reduction in problem behaviors. These reports also show 33% of teachers consider quitting due to issues with controlling problem behaviors (Kowalewicz & Coffee, 2014). To deal with these behaviors, school psychologists might recommend the use of an individual-oriented intervention or a group-oriented intervention. The…show more content…
The loss of instructional time and interruptions can lead to academic difficulties for all students in the classroom. Findings also show students exhibiting problem behaviors are more likely to suffer lower academic achievement, absenteeism, substance abuse, and depression (Robichaux & Gresham, 2014). Other issues teachers face is motivation in homework completion and proficiency as well as on-task behavior within the classroom. With the use of Mystery Motivator, it’s possible to increase the wanted behaviors, such as on task behavior, but also decrease target behaviors, such as yelling and talking during instructional time. Therefore, Mystery Motivator can prevent academic difficulties and behavior issues, but also be possibly adapted to the prevention of family problems. Next, this author will discuss what is needed to implement this intervention successfully. Necessary Materials The first step in Mystery Motivator is to establish possible reinforcers for the students to earn. Student reinforcement preferences will be assessed through class discussion or by using a reinforcer menu to rate preferences. The second step is to create the “Mystery Motivator Chart,” a poster board divided into a week or month depending on the teacher’s preference. In each square an ‘X’ or a ‘M’ will be placed with either invisible ink or covered by construction paper. These will be changed weekly or monthly to keep rewards random and unknown to students. A large envelope with a question
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