Math interventions for situations where the student does not want to do the academic task
The context of the environment in which behaviors occur is not usually considered when analyzing a child’s behavior. Instead, more attention is typically given to the consequences following that particular behavior (especially when it is a disruptive behavior being analyzed). While consequences of behaviors matter, what occurred BEFORE the problem behavior should also be considered when creating an intervention. Altering the antecedent of the target behavior has the substantial advantage of being proactive. As such, with appropriate modifications of the antecedents, a problem behavior (e.g. disruptive behavior or task demand refusal) can be avoided. This brief presents a series of classwide antecedent alterations that will change typical antecedents of problem behaviors to antecedents that prompt appropriate behaviors. See Kern and Clemens (2007) for an excellent through review of this class of intervention.
Research indicates that problem completion within an activity is in itself a reinforcing event. Interspersing easier problems during drill activities increases completion rates and enjoyment of activity.
- Full Intervention Brief: Interspersing Easier Problems
- Modeling Videos: Video 1
- Evidence Brief: Interspersing Easier Problems EB
Motivating students to do certain tasks may be difficult. The mystery component in this intervention is based on offering an unknown reinforcer. The mystery will engage students in the academic task, even when the task is difficult.
- Full Intervention Brief: Mystery Motivator
- Modeling Videos: Video 1, Video 2, Video 3
- Evidence Brief: Mystery Motivator EB