Mystery Motivator Research Articles

The Mystery Motivator Intervention for Challenging Behavior: A Meta-Analysis

The Mystery Motivator intervention has been shown to increase prosocial behavior among school-age children by capitalizing on the anticipation afforded by reward concealment or randomization. Although numerous evaluations have supported the effectiveness of the Mystery Motivator, the overall status of this intervention is still unknown. The purpose of the current meta-analysis was to quantify the effects of the Mystery Motivator for improving behavior outcomes in school-age children and determine if participant, setting, and intervention components moderate intervention effects. A systematic review of academic databases was conducted that yielded a total of 24 studies. These studies were evaluated for methodological rigor and analyzed for effects using Tau-U. Results indicate a strong overall effect for this intervention (Tau-U = .77 (CI95 [.73 to .80]). The results discussed and practical issues are considered for future research on the use of the Mystery Motivator to promote the academic and social-emotional development of children and adolescents.

Using a Token Economy Combined with a Mystery Motivator for a Student with Autism Exhibiting Challenging Behavior

Using a Token Economy Combined with a Mystery Motivator for a Student with Autism Exhibiting Challenging Behavior

Using a Changing-Criterion Design to Evaluate the Effects of Check-In/Check-Out With Goal Modification

Check-in/check-out (CICO) is a Tier 2 behavioral intervention that has demonstrated effectiveness for students with challenging behavior in a variety of educational settings. Existing research has focused primarily on testing the intervention’s effectiveness and the role of behavioral function in moderating response to intervention. Only a handful of studies have included examinations of different procedures for fading CICO to promote maintained behavioral change. These have included decreasing the frequency of teacher feedback, using a mystery motivator to thin the schedule of reinforcement, and increasing goal contingencies over time. In this study, two middle school females with conduct problems were identified for participation in CICO with goal modification. During intervention, the first modification entailed setting the CICO card goal for each participant based on averages obtained on the CICO card during baseline rather than the commonly used 80% goal. Then, predetermined decision rules about how to modify subsequent goals were executed according to student progress. Effects on student behavior were evaluated using a changing-criterion with withdrawal design, and scores on the CICO card improved and classroom problem behavior decreased for both participants. Limitations and recommendations for future research are discussed.

Differential Effects of the Mystery Motivator Intervention Using Student-Selected and Mystery Rewards

.Class-wide interventions such as the Mystery Motivator are an easy and effective way to remediate problematic behavior in the classroom and increase the level of classroom management. Multiple procedural variations to the Mystery Motivator intervention have successfully changed student behavior, but a systematic comparison of two procedural variations has yet to be conducted. This study sought to compare the differential effects of using student-selected rewards and mystery rewards while implementing the Mystery Motivator. Three elementary classes participated in the study. A multiple-baseline and alternating-treatments design with a changing-criterion component was used to analyze effects across classes and to compare student-selected rewards with mystery rewards. The results showed that the Mystery Motivator intervention was highly effective in decreasing disruptive behaviors exhibited by all classes and this effect was equally successful when using student-selected and mystery rewards. Practical implications for using mystery rewards are discussed.

Mystery Motivator: A Tier 1 classroom behavioral intervention.

This study is an examination of the effectiveness of the Mystery Motivator-an interdependent group contingency, variable-ratio, classwide intervention-as a tool for reducing disruptive classroom behavior in eight diverse general-education elementary school classrooms across seven different schools. The study was conducted using an ABAB, changing criterion design, and the effectiveness of the intervention was assessed for an 8-week period. The frequency of disruptive behavior in all classrooms decreased. Teacher intervention acceptability data indicated seven of eight teachers found the intervention to be acceptable. Overall, data indicated the Mystery Motivator intervention was a powerful intervention for reducing disruptive behaviors in elementary classrooms.

Relative Efficacy of Behavioral Interventions in Preschool Children Attending Head Start

This study tested the relative efficacy of two interventions for children referred for consultation services due to problem behavior in the classroom. Teachers nominated children for participation due to frequent disruptive behaviors, such as inappropriate vocalizations and off-task behavior. Four Black males from 3 to 4 years old who attended Head Start centers served as the participants. Each child received a functional assessment that included a teacher-completed functional assessment rating scale and a brief functional analysis. Following functional assessments, an alternating treatments design was used to test the relative efficacy of an intervention matched to function and the Mystery Motivator intervention, not matched to function. Results indicate that both the intervention matched to function and the Mystery Motivator intervention were superior to a no-intervention control condition, but the function-matched intervention was more effective than the Mystery Motivator intervention for reducing problem behaviors and increasing appropriate engagement for all four children. Results are discussed in terms of learning principles potentially responsible for differential efficacy, as well as implications for applied practice.

The Effects of Check-In/Check-Out on Problem Behavior and Academic Engagement in Elementary School Students

This study evaluated the effectiveness of Check-in/Check-out (CICO) for improving behavioral performance for three students referred for Tier 2 behavioral supports. An ABAB withdrawal design was used to evaluate CICO and results indicate that intervention was effective for reducing problem behavior as well as increasing academic engagement for all students as evidenced by direct observation of students’ behavior. Following effective implementation of CICO, a fading process was introduced that included use of Mystery Motivator (MM). Results indicate that MM successfully maintained behavioral performance for two of the three students. In addition, for one student, intervention was further faded such that self-monitoring replaced teacher ratings and feedback for behavior. Results are discussed in terms of CICO research and practice.

Supplemental Material for Mystery Motivator: A Tier 1 Classroom Behavioral Intervention

Supplemental Material for Mystery Motivator: A Tier 1 Classroom Behavioral Intervention

A comparison of the mystery motivator and theGet 'Em On Taskinterventions for off‐task behaviors

AbstractAttending 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 andGet 'Em On Taskinterventions 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.

Use of the Mystery Motivator for a High School Class

This study examined the effect of one interdependent group contingency intervention, the mystery motivator, as it affected three students identified as exhibiting problem behaviors, as well as the effects on nonidentified students in a ninth-grade high school biology class. An A/B/A/B single-case design was used to evaluate the effects of the intervention. Results indicated a decrease in problem behaviors for the three identified students, as well as a general decrease in problem behaviors for randomly selected, nonreferred students in the class. Implications, limitations, and further directions are discussed.

The Implementation of Positive Behavioral Support in an Elementary School: Processes, Procedures, and Outcomes

This article presents the processes and outcomes of a year of School-Wide Positive Behavior Support in a North Texas elementary school serving kindergarten through grade 3 students. Included is a description of a school treatment package that incorporated components such as facilitation of the teaming process, a lottery-type system of intermittent reinforcement, mystery motivators, and recognition assemblies, all targeted at increased student compliance with school rules. Positive outcomes included: (a) a reduction in the number of office referrals; (b) reduced frequency of rules-based violations on the part of students; (c) reduced use of punitive consequences such as time-outs, written reprimands, and student conferences on the part of the faculty and administration; and (d) an increase in scores on a state-mandated academic achievement assessment administered to grade 3 students.

Interdependent group contingency and mystery motivators to reduce preschool disruptive behavior

AbstractChildren exhibiting challenging and disruptive behaviors can require teachers to spend a substantial amount of time on classroom management. Disruptive behaviors in the classroom impact the learning process by taking time away from academic instruction. Further, preschoolers who are disruptive are more likely to continue displaying problematic behaviors throughout the remaining school years. Relative to other age groups, there is a paucity of interventions for preschool children with disruptive behavior. Additionally, children from lower economic backgrounds are at a greater risk for both learning and behavioral problems, as characterized by the preschoolers enrolled in Head Start. Group contingencies are practical, efficient, and teacher‐friendly behavioral interventions that have been employed with older age groups to reduce disruptive behavior. An ABAB reversal design across 9 preschoolers enrolled in a Head Start classroom was employed to assess the effects of an interdependent group contingency with mystery motivators to reduce disruptive classroom behaviors. The present investigation revealed remarkable reductions of disruptive behavior across all 9 participants. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 53–63, 2007.

An intervention to reduce disruptive behaviours in children with brain injury.

This study investigated the effectiveness of a behavioural intervention programme in reducing disruptive behaviours in children with brain injury. The behavioural package included programme rules, a token economy with response cost and mystery motivators. Participants were three male patients in an after-school programme at a rehabilitation hospital who were identified as having both a brain injury and disruptive behaviours in the classroom setting. Two control composites were formed, one with children who behaved appropriately and one with children who behaved in a disruptive manner. This study employed a multiple baseline design across individuals. The participants' disruptive behaviour decreased during the intervention phase by an average of 69%; the effect size of each participant's improvement was 'large'. The comparisons' disruptive behaviour was unchanged. This pronounced decrease in disruptive behaviours for the three participants was maintained in the follow-up phase. This short-term, easily implemented package altered important programme and social behaviours positively, were well received by children and staff and resulted in long-term improvements to behavioural deficits secondary to brain injury. These results are discussed in terms of theoretical disagreements, methodological issues and practical community-based interventions in brain-injured children.

Mystery Motivator as an Intervention to Promote Homework Completion and Accuracy

This study investigated the effectiveness of the mystery motivator intervention as a means to remediate mathematics homework accuracy and completion problems in five fifth-grade students. An ABAB reversal design with multiple baselines across two classrooms was used. The results indicated that the mystery motivator intervention was effective for all students on one or both outcome criteria. Additionally, both the teachers and students rated the intervention positively.

A Classroom-Based Intervention to Reduce Disruptive Behaviors

ABSTRACT 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.

A Classroom-Based Intervention to Reduce Disruptive Behaviors

ABSTRACT 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.

Reducing Disruptive Behaviors in Students with Serious Emotional Disturbance

A multicomponent intervention that included a precision request program, mystery motivators, token economy with response cost, and antecedent strategies (i.e., public posting of classroom rules and teacher movement) was employed to reduce disruptive classroom behavior in 3 school-aged students with social and emotional disorders. The study employed a multiple baseline design across individuals. The results suggested that the intervention was successful in reducing levels of disruptive behaviors for all students. Baseline data indicated that, on average, students were disruptive in 37% of observed intervals. This diminished to an average of 10% during the intervention phase. In the follow-up phase, disruptive intervals remained at an average of 10%.

Using the Mystery Motivator to Improve Child Bedtime Compliance

ABSTRACT Child bedtime problems are commonly reported by parents. A number of behavioral techniques, including extinction of tantrum behaviors, reinforcement of compliant bedtime, and implementation of consistent bedtime routines have been successful in improving bedtime compliance. The present study examined the effects of the “Mystery Motivator” (MM), a behavioral contract designed to remediate bedtime problems by delivering random reinforcement. Emphasis was placed on the optimal use of clinical intervention by enlisting parents as primary change agents in the home setting. Three adults and their four children, aged 3–5 years, participated. Three of the four children showed substantial changes in both time out of bed and bedtime noncompliance between baseline and treatment phases. A fourth child showed less improvement. Parent participants demonstrated understanding of the materials and successfully implemented the home program. Both parent and child participants rated the Mystery Motivator reinforcement system as an acceptable intervention.

A packaged intervention to reduce disruptive behaviors in general education students

This investigation employed a combination multiple baseline/reversal design across individuals to examine the effects of a packaged intervention designed to reduce disruptive behaviors in two 8-year-old female students, with a third 8-year-old female student serving as a control. The intervention was delivered through a contingency contract and was comprised of precision requests, antecedent strategies (i.e., public posting of classroom rules, and teacher movement), positive reinforcement (i.e., mystery motivators, token economy), and the reductive technique of response cost.During baseline, the percentage of intervals that the students evidenced disruptive behaviors averaged 41%. This was reduced to an average of 20% during treatment. In the withdrawal phase, disruptive intervals increased to an average of 25%. Reinstatement of the intervention resulted in a further reduction of disruptive intervals of 20%. © 2000 John Wiley & Sons, Inc.

A Multi-Component intervention designed to reduce disruptive classroom behavior

The intent of this article was to present an on-going line of research that has focused on the design of an effective, easily implemented, economical, and parsimonious treatment for disruptive classroom behavior in both general and special education students. This multi- component treatment has evolved to include mystery motivators, token economy with response cost, and antecedent strategies (i.e., public posting of classroom rules, and teacher movement) delivered within a group contingency format. Based on report data, the treatment in this research was well received by the teachers and students. Further, due to the substantial treatment effect, ease of implementation, and relatively low investment of teacher time, the multi-component intervention became a consistent choice by the teachers for classroom management. © 2000 John Wiley & Sons, Inc.