Selecting interventions is a key job for a school psychologist. We look at a problem, gather some important information and then decide on what intervention is going to be the best for each child in each situation. The important thing to remember is that while one intervention might work great for one child, the same intervention might not work at all for another child. The main thing is to remember to be patient and hopeful. Here is an intervention that I like for teaching children to monitor their behavior in order to increase there academic productivity.
Name of Intervention: Self- Monitoring of Academic Productivity
Purpose: To increase academic productivity by teaching students to monitor their own behaviors while performing daily class work assignments. While this intervention is nice for getting students to be more productive, it also teaches some helpful skills that can be used in just about any situation. Making lists of the steps you need to complete to be successful or the things you need to keep in mind while doing a task are helpful skills in any situation. Making a list of the assignments you need to complete this week for school or making a list of tasks you need to complete around the house this weekend.
Materials Needed: -Self-Monitoring Forms
- Poster board chart and gold adhesive stars
Steps: 1) Pre-Intervention/ Discussion Time: Start with introducing the intervention to your students. Explain that they will be learning how to improve their grades by monitoring their own behavior. Have them discuss what types of behaviors help them be successful in completing their work (e.g. listening to directions, completing the entire assignment, and turning in assignment). Hand out the self-monitoring form to the students and review the behaviors. Make sure students are clear on what each behavior looks like; you might even have them act it out. After everyone is clear as to what is expected of him or her, explain that you are going to provide the students with a few minutes at the end of the period to complete the forms.
2) Implementation: Hand out the forms at the beginning of the period. 5 minutes before the end of the period, instruct students to complete the forms. While students are filling out their forms, you will want to walk around the room and make sure that students are completing their forms accurately. If you feel that a student is not providing accurate information, you should speak to them privately. If you feel that a lot of students are not providing accurate information, you may want to go back to the pre-intervention/discussion step.
Evaluation: There are a few different ways to evaluate the effectiveness of this intervention.
1) Compare the percentage of students with on-task, off-task, and disruptive behavior during the selected period before and after implementation.
2) Compare percent-correct scores on daily class work assignments in the selected subject for a group of target students or the entire class before and after implementation. If desired, compare the class average percent-correct sore for daily class work assignments in the selected subject before and after implementation.
3) Compare the number of daily assignments completed with 80% accuracy or above in the selected subject for the entire class or the target group before and after implementation.
Helpful Resources:
Rathvon, N. (2008). Effective school interventions: Evidence-based strategies for improving student outcomes. The Guilford Press: New York.
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