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ERIC Number: EJ1141919
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0279-6015
Differential Effects of the Mystery Motivator Intervention Using Student-Selected and Mystery Rewards
Robichaux, Natalie M.; Gresham, Frank M.
School Psychology Review, v43 n3 p286-298 2014
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.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A