How Does Richard Reduce Off-Task Behavior?
The goal implemented for Richard was to reduce his off-task behavior to increase his performance on classroom assignments. According to Tarbox, Ghezzi, and Wilson (2006), the implementation of the token board has demonstrated as an effective method when there is a reinforcement. Implementing a reinforcement with the token board increases student motivation to eliminate the target behavior (pp. 162-163). When implementing the token board with Richard, reinforcements were selected. The reinforcement were based on student preference of interest based on interview with student. To ensure Richard could reach his behavioral goal a token board was implemented. The use of the token board measure Richards performance in a 30 minute time period. Timing
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Verbal Praise
When Richard is not participating on the target behavior, he will receive positive praise to continue to his hard work on the given assignment. Praising Richard for his behavior will encourage the student to continue to receive his full set of stars. Verbal praises that will be used during the intervention; Good job, look at how many stars you have collected, way to go, look at how much work you have completed by staying on task etc.
Verbal Correction
When Richard is engaging in the target behavior, he was corrected in a positive way that will still motivate him to redirect his behavior. He reminded reminded on how many start he has, and how many he needs to continue to work for to complete his token board. During the time the behavior is corrected, the assessor will only use positive motivational phrases to motivate him so he can continue working on the given assignment with minimal distractions. Also, during verbal correction the student will not lose stars for their behavior. The stars the student earned must remain on the board for the student to continue to work on their behavior with motivation. Phrases to use when correcting behavior; Oh man, Richard you were so close to get your star lets work a little bit harder, good job you were able to stay on task for _____ seconds so close buddy, you have ____ stars good job, lets work harder to get the others,
Verbal Praise
When Richard is not participating on the target behavior, he will receive positive praise to continue to his hard work on the given assignment. Praising Richard for his behavior will encourage the student to continue to receive his full set of stars. Verbal praises that will be used during the intervention; Good job, look at how many stars you have collected, way to go, look at how much work you have completed by staying on task etc.
Verbal Correction
When Richard is engaging in the target behavior, he was corrected in a positive way that will still motivate him to redirect his behavior. He reminded reminded on how many start he has, and how many he needs to continue to work for to complete his token board. During the time the behavior is corrected, the assessor will only use positive motivational phrases to motivate him so he can continue working on the given assignment with minimal distractions. Also, during verbal correction the student will not lose stars for their behavior. The stars the student earned must remain on the board for the student to continue to work on their behavior with motivation. Phrases to use when correcting behavior; Oh man, Richard you were so close to get your star lets work a little bit harder, good job you were able to stay on task for _____ seconds so close buddy, you have ____ stars good job, lets work harder to get the others,