What is Mystery Motivator?
Mystery Motivator (MM) is a behavioral intervention that assists in managing group and individual student behaviors with the element of surprise. According to Intervention Central, Mystery Motivator is an intervention that rewards students for appropriate behaviors. There are two elements of surprise in MM that make this intervention a powerful source of behavioral management. These elements include whether or not MM is in effect on a given day, and what reward will be given when earned. Intervention Central describes the classwide version of MM, however it can be used for individual students as well. The classwide version is an interdependent group contingency, meaning all students contribute toward a successful session and rewards are delivered to the entire group. Mystery Motivator can be faded as problem behaviors are reduced and the frequency of sessions can gradually lower.
Preparation:
1. Decide when to schedule the intervention. MM can be played daily during a group instructional activity, such as whole group instruction or independent seatwork. Daily sessions should not exceed 40 minutes to maintain motivation.
2. Define target and replacement behaviors. Define 2-4 target or problem behaviors (talking during instruction, for example). Match each problem behavior with a replacement behavior (raising hand before talking, for example).
3. Calculate a behavior cut-off. Students earn the chance for a MM reward only when the total number or problem behaviors falls below a teacher-defined cut-off. The cut-off can be determined after tracking the number of problem behaviors during a session. The cut-off for earning a MM reward should be set at half the number or problem behaviors recorded and can lower gradually as behavior improves.
4. Make a poster of replacement behaviors. Write these behaviors using positive terms on a poster that is visible to all students.
5. Create the reward envelope. Identify a range of motivating rewards the class can earn for winning Mystery Motivator, such as pencils, popcorn, extra free time minutes, etc. Write down each reward idea on a separate index card and place cards into an envelope with a question mark on the outside.
6. Format the MM calendar. Using a weekly or monthly calendar format, select 60% of instructional days as dates when the Mystery Motivator can be earned. Write a large 'M' on those MM days. Cover all instructional days on the calendar to cover dates and hide any letters.
Procedure:
1. Announce the MM game. Inform the class the MM is in effect, points to the posted replacement behaviors, and urge students to show appropriate behaviors.
2. Record target/problem behaviors. Keep a running tally of problem behaviors during MM session. Add a tally each time a problem behavior is observed.
3. Uncover the date on the MM calendar. At the end of the session, announce final total of observed problem behaviors and note whether the tally exceeds the cut-off. Uncover the current date on the MM calendar, allowing the class to see whether an 'M' appears as a signal that a reward is available.
4. Provide MM feedback, reward, or encouragement. If an 'M' appears on the calendar and the cumulative tally of problem behaviors falls at or below the cut-off, praise class and choose a student to reach into the reward envelope to select a reward card. This goes back into the envelope. Ensure students receive the reward as soon as possible. If no 'M' appears but problem behaviors fall at or below the cut-off, praise the class and remind students they will have another chance to earn a reward. If an 'M' appears on the calendar but behaviors exceed the cut-off, review expected replacement behaviors and encourage class to improve performance in the next MM session.
Preparation:
1. Decide when to schedule the intervention. MM can be played daily during a group instructional activity, such as whole group instruction or independent seatwork. Daily sessions should not exceed 40 minutes to maintain motivation.
2. Define target and replacement behaviors. Define 2-4 target or problem behaviors (talking during instruction, for example). Match each problem behavior with a replacement behavior (raising hand before talking, for example).
3. Calculate a behavior cut-off. Students earn the chance for a MM reward only when the total number or problem behaviors falls below a teacher-defined cut-off. The cut-off can be determined after tracking the number of problem behaviors during a session. The cut-off for earning a MM reward should be set at half the number or problem behaviors recorded and can lower gradually as behavior improves.
4. Make a poster of replacement behaviors. Write these behaviors using positive terms on a poster that is visible to all students.
5. Create the reward envelope. Identify a range of motivating rewards the class can earn for winning Mystery Motivator, such as pencils, popcorn, extra free time minutes, etc. Write down each reward idea on a separate index card and place cards into an envelope with a question mark on the outside.
6. Format the MM calendar. Using a weekly or monthly calendar format, select 60% of instructional days as dates when the Mystery Motivator can be earned. Write a large 'M' on those MM days. Cover all instructional days on the calendar to cover dates and hide any letters.
Procedure:
1. Announce the MM game. Inform the class the MM is in effect, points to the posted replacement behaviors, and urge students to show appropriate behaviors.
2. Record target/problem behaviors. Keep a running tally of problem behaviors during MM session. Add a tally each time a problem behavior is observed.
3. Uncover the date on the MM calendar. At the end of the session, announce final total of observed problem behaviors and note whether the tally exceeds the cut-off. Uncover the current date on the MM calendar, allowing the class to see whether an 'M' appears as a signal that a reward is available.
4. Provide MM feedback, reward, or encouragement. If an 'M' appears on the calendar and the cumulative tally of problem behaviors falls at or below the cut-off, praise class and choose a student to reach into the reward envelope to select a reward card. This goes back into the envelope. Ensure students receive the reward as soon as possible. If no 'M' appears but problem behaviors fall at or below the cut-off, praise the class and remind students they will have another chance to earn a reward. If an 'M' appears on the calendar but behaviors exceed the cut-off, review expected replacement behaviors and encourage class to improve performance in the next MM session.
Student Profile
In my third grade field experience classroom, I have a student who tends to display inappropriate behaviors when he lacks motivation to complete assignments and activities. He often forgets to raise his hand before speaking during class and he also distracts other students sitting near him during independent work time. When rewards are chosen for this student, he does not always have a positive response. Because Mystery Motivator can be used with individual students as well as the whole class, this student can brainstorm his own rewards for displaying appropriate behaviors. One of the behaviors from the student's brainstormed list can be chosen for the MM envelope for each session. If this student reaches his daily goal, he can open the envelope at the end of the day. Having this student work towards behavioral goals would keep him on track so he can earn rewards. In order to keep this student engaged, new motivators can be brainstormed monthly.
Visual Representations
The image above shows an example of a daily Mystery Motivator chart that can be used with the whole class or an individual student. Specific problem behaviors are listed so the class or student understands the behavioral expectations. Students can also earn a bonus if they demonstrate appropriate behaviors throughout the week.
The video above shows examples of reinforcers a student brainstormed. In this example, a multibox MM Chart is used. An invisible marker is used to draw several stars on blocks in the grid. The student is given the opportunity to fill in a square in the grid when he or she displays desired behavior and that student receives a small treat. After the student has filled in all the squares, he or she receives the MM in the envelope.
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The image above shows a daily Mystery Motivator chart for an individual student that tracks behaviors during each class period throughout the day. If the student displays appropriate behaviors related to the daily goals, he or she earns a star. If the student earns the number of stars needed, he or she earns a reward.
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Content Area Examples
Mystery Motivator can be used in any content area with the whole class or with individual students. The goals for students can pertain to particular content areas as needed. If an individual student is involved in MM, he or she can take their Mystery Motivator chart with them to specialist classes and report back to their classroom teacher.
