​Response-Cost Lottery Behavioral Strategy 

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Definition/Description: 
Response Cost Lottery can be used for individual students, small groups, or whole group. The main purpose of this strategy is to increase the frequency of desired targeted behaviors.  (Intervention Central, 2015). To start this strategy the teacher or class needs to develop a reward “menu”, which is the rewards students can receive if they do well. The teacher selects 1-3 behaviors need focus on to reduce for a specific student, or the class. Teacher needs to choose a time in which to implement this strategy at first. As the strategy foes on the time can increase but when just starting it should be about 15-minutes for whole class as well as for an individual. This is because you want to be able to monitor effectively student(s) during that allowed time. Need to be clear about what the possible number of points that can be rewarded. Student(s) then write name on paper for whole class or for individual you can do they have to reach x number. Choose a time for the “drawing” make sure that students know when it will be. For example, every week, every month, end of term, or end of day. Just make sure to let them know ahead of time (Intervention Central, 2015). 
Justification:
I know that Witt and Elliott's research is old, however I believe it is still valid and supports this strategy well. They evaluated the effect of the response cost lottery strategy on three fourth-grade students. It looked at the percentage of on-task behavior and accuracy of academic work within these three students. Overall, their research showed that this strategy allowed students to manage their behavior and helped them work towards something they wanted.  (Witt and Elliott, 1982). Students who have behavioral problems often have a hard time identify and creating friends. "Their most obvious problem is failure to establish close and satisfying emotional ties with other people who can help them" (​Hallahan, Kauffman, and Pullen, 2015). This strategy allows student to be part of the whole class and an award could be something they can do with the teacher or a classmate they would like to become friends with. Students with a behavioral disability need to self-monitor and self-regulate. "A balance of behavioral control and academic instruction is requires" for student with emotional and or behavioral disorders (​Hallahan, Kauffman, and Pullen, 2015). ​This strategy allows a general education teacher to monitor all her student especially those with behavioral disorders. 
The video to the left discusses and demonstrates the importance of implementing a strategy before hand so behavior is monitored and students know what is expect. We need to be proactive in behavioral management, The video also states the importance about self-management skill! 
The video above discusses everything a teacher needs to do and know about Behavior Management. It focuses on early education, but it really focuses on what teacher need to create and design a behavioral plan. 
Who would this strategy work for?
This strategy works for all students, but especially students with EBD Emotional behavioral disorder, which is now being called ED emotional disturbance. Also, some student with Autism Spectrum Disorder also seal with behaviors so this would be an effective strategy for the. Students with Autism often need behavioral management, they "sometimes display highly inappropriate behaviors, such as biting, hitting, or screaming"(​Hallahan, Kauffman, and Pullen, 2015). Therefore this would also help them, because they would need to self-direct to stay "cool" and be able to enter the lottery! 
Examples of Some Rewards for Individual Students and or Groups:
  • Stickers
  • Candy
  • Books
  • Computer time
  • Pencils, pens, erasers
  • Donated prizes
  • Phone call or e-mail to parents
  • “Caught being good” coupon 
  • Sit with a friend
  • Listen to music while working
  • Eat lunch with teacher
  • Eat lunch outside as class 
  • Talk time at the end of class
  • “No homework” pass
  • Brainteasers
  • Field trip
Individual Student:
  • A student in my second grade class that has an IEP for Emotional/Behavioral Disorders (EBD) need support for her goal area 2. Goal are 2 is for behavioral issues. It states that she will work on self-regulation skills and the 7 concepts to social thinking (group plan, thinking with your eyes, body in group, expected behaviors, flexible thinking, size of the problem, sharing and imagination). Also her special education teacher told me that she needs reinforcement and likes to work towards something. This strategy would allow this student, and most student with behavioral issues, the chance to work towards something. Also in her IEP it states the importance of self-regulation and this strategy allows her to realize and gain the understanding that if she does something wrong then she will not be able to be "in the lottery" that day. 
This is an example of a ticket that can be used! 
Below is a video link  about managing and improving behavior in inclusive educational environments. The man in the video is Dr. Edward Sabornie and he specializes in behavioral issues.  the video illustrates a variety of appropriate as well as inappropriate behaviors by students and teachers. Watch the video and see why this strategy will effectively help students and teacher with behavioral implementation. 
Steps:
  • Explain how Response Cost Lottery works- rewarded for good behaviors
  • Review with student(s) appropriate behaviors and negative behaviors
  • Use a thing on the students desk where we can leave points, tickets, etc.
  • Let them know that every time that they show a negative behavior during the monitoring period, you will remove one of the slips of paper from their desk.
  • At the end of the monitoring period, any slips that remain will be placed into a lottery ticket container.
  • Start the Response Cost Lottery intervention.
  • Consider reminding students at the start of each day's monitoring period of your positive behavioral expectations.
  • If you must remove a student's lottery slip, need to explain.
  • At the end of each time period hold a lottery-ticket drawing.
  • Allow students to choose from reward menu
  • Empty ticket container and start over again
​(Intervention Central, 2015). 
Since this is a behavior management strategy, it will work for all content areas and it will be the same throughout. It is a strategy to help with classroom behavior and specifically help those student who may have a hard time behaving and focusing, possibly due to a disability. 
References:
​Everything you Need to Know About Behavior Management (2009). [Web video]. Retrieved from https://www.youtube.com/watch?v=onawvFuY_So

Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2015). Exceptional learners: An introduction to special education. Boston, MA: Pearson/Allyn & Bacon.
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​Response-Cost Lottery (2015). Intervention Central. Retrieved from http://www.interventioncentral.org/behavioral-interventions/challenging-students/problem-student-behaviors

Sabornie, E., (2009).Managing and improving behavior in inclusive educational environments. [Web video]. Retrieved form http://www.learnnc.org/lp/editions/every-learner/6691

Witt, J. C., & Elliott, S.N. (1982). The response cost lottery: A time efficient and effective classroom intervention. School Psychology Review, 20, 155-161.