Professional Documents
Culture Documents
Presentation Overview
Motivation: Mystery Motivator
Attention: Self-Monitoring
Attention: Positive Peer Reporting
Anxiety: Graduated Exposure Therapy
Anxiety/Depression: Cognitive Restructuring
Anxiety: Coping Cards
Mystery Motivator
Mystery Motivator
Motivating students to do certain tasks
may be difficult. Students just might
not want to do the assignments. 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.
Mystery Motivator
For students who can, but dont want to do the task.
Class or individual level.
Mystery Motivators can be used in a variety of content
areas including reading, math, social studies, science,
writing, homework completion, and based on a variety
of outcomes including test averages and classroom
participation.
Materials include: List of Reinforcers, Reinforcers,
Mystery Motivator Chart, Envelopes, Note Cards
Mystery Motivator
Implementation Steps
1. Develop reward menu with the
student or class.
2. Select a behavior that you wish to
reduce or increase and write out
the concrete definition for it.
3. Decide on a time period during the
day for which the program will be
implemented. For example choose
math class if a student is lacking
motivation to complete homework
or class assignments.
Mystery Motivator
Implementation Steps
4. Define goal (Example:
100% homework
completion, 80% accuracy
on test grades in math).
5. Construct Motivation
Chart for the student with
all the days of the week.
Mystery Motivator
Implementation Steps
6. If criterion is met, have the child remove the envelope
on that particular day. If the Mystery * is located on
that day, have them open the envelope to reveal the
mystery motivator. Reinforcement should be
implemented as soon as possible.
7. If there is not an *, encourage students that
tomorrow will present another chance to earn the
Mystery Motivator.
8. Define the criteria for earning a bonus Motivator. For
example, if the student removes four out of five
envelopes they can redeem them for a prize from the
reward menu.
Mystery Motivator
Comments/Tips
Place reinforcement randomly, put a lot of * on the calendar
during the teaching phase of the intervention.
Define goal so students know what they are expected to achieve.
Reinforcement should be implemented as soon as possible.
It is important to know that the students are performing at grade
level and are capable of the assigned tasks. If not, a more
appropriate acquisition-level intervention should be selected in
order to teach the academic skill first.
Students need to find the reinforcements appealing. Students in
lower grades or with lower cognitive functioning may need more
consistent reinforcement in order to understand the link between
the task and the Mystery Motivator. Tangible motivators may also
be more appropriate for younger ages or lower functioning
students.
Coping Cards
Cognitive
Restructuring
Graduated
Exposure
Therapy
Mystery
Motivator
Self-Monitoring
Positive Peer
Reporting
Self-Monitoring
Self-monitoring
Why?
Evidence-based intervention.
Easy to implement.
Time efficient.
Can be modified to meet criteria of Tier 1, 2, or 3 instruction.
Allows student to be an active participant.
Steps:
Choose rewards.
Self-monitoring
Operationally define
Data Collection
target behavior(s)
Rating scale.
Checklist.
Frequency Count.
Self-monitoring
Where and When?
Rewards
Ask parents.
Survey.
Self-monitoring
Accuracy Checks
Condense/fade plan
Coping Cards
Cognitive
Restructuring
Graduated
Exposure
Therapy
Mystery
Motivator
Self-Monitoring
Positive Peer
Reporting
Points
Chart
Compliments
Chart
COMPLIMENTS CHART
Four Steps in Giving Compliments
1. Look at the Person
2. Smile
3. Report something positive the
person did or said during the day
4. Then make a positive comment,
such as, Good job! or Way to go!
Examples of Compliments
I really like the way that you...
Thank you for..
Great work today when you..
You look nice this morning! I
like
You did a very good job of...
It was great that you...
I can tell that you are trying really hard to..
Select 2 or 3
students at
random, as well as
1 or 2 of the target
students
Notes
Do not place the same names on the list every day because this
may embarrass them and lead to great ostracism by the rest of the
class.
If a student offers a sarcastic remark rather than a compliment, tell
that individual that you will not award points for any comments
that may be embarrassing or hurtful to a fellow student.
During field testing, teachers observed that some students
occasionally reacted negatively (by pouting, arguing, etc) when
their names were not on the daily list of stars, especially during the
initial stages of implementation. To address this problem, remind
students prior to the announcement of the star list that everyone
will have a chance to be a star for the day and model appropriate
responses during the star list posting.
Coping Cards
Cognitive
Restructuring
Graduated
Exposure
Therapy
Mystery
Motivator
Self-Monitoring
Positive Peer
Reporting
Location
Anxiety or Phobias/Fears
Intervention
Overview
Materials
Frequency
Session 1
Understanding
Help the child to understand the
importance of facing fears
Develop rapport
Make a List
With the child, make a list of things or places that they fear. Be sure to
group similar fears together if there are many fears. Work with the child to
come up with the list.
Arrange the list from Least (1-No Fear) to Most scary (10-Extreme Fear).
Use the Fear Thermometer to help the child rate their fears.
My List of Fears
School
People
Getting on the bus
Flying
Failing a test
People laughing at me
Getting hurt
Session 3
Parental
involvement is
critical
Reminder
Practice
Encourage the child to practice exposing
themselves to each step often. The more
the child practices, the quicker the fear
will fade.
Every child will have 3 initial sessions
in order to identify his/her major
fear, then there will be subsequent
sessions until the student faces the
major fear with no anxiety.
Praise
Rewards
Parental involvement
is crucial. Building
rapport with the
parent in order to
reach success in this
intervention is critical.
Coping Cards
Cognitive
Restructuring
Graduated
Exposure
Therapy
Mystery
Motivator
Self-Monitoring
Positive Peer
Reporting
What is CBT?
Main Idea
The Research
Says
Best
Practices
Says
Cognitive Restructuring
What was I
feeling?
Cognitive Restructuring
Target Population
DEPRESSION
Materials
ANXIETY
WRITING UTENSILS
THOUGHT RECORDS
Intervention
Overview
Location
Frequency
GROUP SESSION
WEEKLY SESSIONS
Cognitive Restructuring:
Initial Sessions
GOAL OF THE GROUP IS TO RECOGNIZE NEGATIVE THOUGHTS AND THINK OF
ALTERNATIVE BEHAVIORS AND THOUGHTS
Cognitive Restructuring:
Initial Sessions
HAND OUT AND EXPLAIN THE THOUGHT RECORDS
http://www.depressionhelp-resource.com/cesddepression-test.pdf
The scale is
appropriate for
children between
the ages of 6 and
17.
Cognitive Restructuring:
Initial Session
HAND OUT AND EXPLAIN THE THOUGHT RECORDS
PRACTICE FILLING OUT THE THOUGHT RECORD WITH THE
STUDENTS
You got a
test back
and you
received
a bad
grade
I feel like a
failure. I am
so stupid.
Negative
selflabeling:
since I
couldnt
pass this
test, Ill
probably
fail all of
the other
ones
I tend to be really
hard on myself. Even
though I didnt pass
this test, I have
passed other ones in
the past. People
have even told me
that I am smart.
Cognitive Restructuring:
Follow Up Sessions
GO OVER THE HOMEWORK ASSIGNMENT WITH THE GROUP
IF THERE WERE ANY DIFFICULTIES, HAVE A DISCUSSION WITH THE
GROUP
ONCE A NEGATIVE COGNITION IS HEARD, THE SCHOOL
PSYCHOLOGIST FILLS OUT THE THOUGHT RECORD WITH THE GROUP
HAVE THE GROUP FILL OUT THE CES-DC
Coping Cards
Cognitive
Restructuring
Graduated
Exposure
Therapy
Mystery
Motivator
Self-Monitoring
Positive Peer
Reporting
Coping Cards
Count to 10
Write in a
journal
Coping Cards
Target Problem
Materials
Anxiety
Index Cards
Writing Utensil
Intervention
Overview
Location
Frequency
Coping Cards:
Steps to Implementation
Step 1
Step 2
Step 3
Coping Cards:
Steps to Implementation
Step 4
Step 5
Take out the index cards and a writing utensil. Model to the
student how he or she might create a coping card using one of
the students anxious thoughts identified in Step 2. Provide
the student with examples of coping card statements.
Pictures can be substituted for words for very young children,
or you can transcribe the students thoughts.
Coping Cards:
Steps to Implementation
Step 6
Step 7
Instruct the student to create the coping card(s). Say, On one side
of the card, you will write down one of your anxious thoughts or
feelings. On the other side, you will write a replacement thought, or
an activity you can do when experiencing the anxious thought.
Provide assistance as needed.
My heart is racing.
Count to 10.
Coping Cards:
Steps to Implementation
Step 8
Coping Cards:
Follow Up Sessions
Follow up with the student once weekly for 6 weeks.
Progress Monitoring
SCAS http://www.scaswebsite.com/
Coping Cards
Cognitive
Restructuring
Graduated
Exposure
Therapy
Mystery
Motivator
Self-Monitoring
Positive Peer
Reporting
Questions or
Comments?
Presenter Information
Danielle Jordan
Danielle Kraus
Sharol Whyte
Michelle Powers
Monica Azzaro
Katie Viola