EBIs for Student Success: The Response Cost Raffle Model - Essay Sample

Introduction

The behavior of a student in a learning environment impacts their success level in academics. Students that are disruptive have poor concentration in the learning process, which in turn compromises their ability to understand the lessons taught to them in class. Evidence-based interventions (EBI) are scientifically proven methodologies that can be employed to modification of student's behavior in a learning environment. The Response Cost Raffle model is among the most effective EBIs that can be utilized to modify students' behavior in a learning environment by utilizing positive and negative behavior reinforcement strategies to reward concentrating students and demerit disruptive learners.

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Chosen Intervention

The Response Cost Raffle is the effective EBI chosen to promote the performance of learners in learning institutions. The stated EBI has been supported by a number of empirical evidence, which validates its effectiveness if utilized in a learning environment. For instance, research executed by Conyers et al. (2004) and Nolan and Filter (2012) certified that the Response Cost Raffle is effective in modifying the behavior of students in a learning environment. The academic skills or learners' behavior targeted from the use of the stated EBI is the improvement of learners' learning performance through an enhanced concentration in their academic work. The effective implementation of the Response Cost Raffle model can help teachers to identify the behavioral disruptive students in a class, which is imperative in taking appropriate corrective measures to restore learners' ideal educational performance.

Description of the Intervention

The Response Cost Raffle model is designed to decrease the level of inappropriate behavior's occurrence in a classroom environment. In this case, the EBI works by administering negative punishment or by taking away reward opportunities to students that behave themselves. Ultimately, the Response Cost Raffle model is most suitable for modifying the behavior of students in the lower grade levels of learning, particularly those in grades 1-3. Additionally, that is because students in higher grade levels can recognize or strategize new ways of meeting their rewards even if raffle tickets are taken away from them as a negative behavior discouragement strategy.

Implementation of the Intervention

The implementers of the Response Cost Raffle are the teachers or educators responsible for students in a learning environment. On the other hand, the targeted audiences that can benefit from this intervention are the learners or students in a class. Also, the materials needed to implement the EBI are a pack of cards. During the EBI implementation, a teacher offers all students in a class a set of raffle tickets at the start of an evaluation period. Additionally, the teacher then removes a raffle ticket from the set issued to a student, every time the learner performs an inappropriate act during a classroom session. In this case, the teacher removes the chances for learners to earn prizes through the full pack of raffle tickets.

Collection of Data

When collecting data in the Response Cost Raffle model, a teacher should offer all students in a class an equal number of raffle tickets in a set. For instance, in a set of tickets has 15 raffle chances, each student in a class should be given 15 tickets. Next, whenever a student portrays a negative behavior in class, a raffle ticket from his/her set should be taken out by the teacher. As such, data should be collected by the teacher on the number of raffle tickets issued to students in class recorded at the start of an evaluation period.

Furthermore, data should be collected on the number of tickets left in a student's set of raffle tickets at the end of the performance evaluation period. Lastly, in terms of the frequency of data collection, behavioral evaluation of all students can be done periodically, for instance, once in a term. Additionally, that is because performing the evaluation on too many occasions during a learning semester could be expensive in terms of the cost of the raffle tickets purchased for the evaluation. Also, positive progress in the learners' behavioral performance can be indicated by the reduction of the number of tickets taken back by a teacher in every set of data in a set.

Critique of the Model

The primary strength of the Response Cost Raffle is that it is simple to implement in a classroom setting, to yield positive results. Also, the model has been certified by other past scientific evidences as being effective in yielding positive results in modifying the behavior of learners in a schooling environment. Nevertheless, the EBI can only be effective if students do not recognize other strategies of achieving their own rewards. For instance, if students know they can attain raffle tickets in a different way, the model cannot be effectively measured to be an EBI.

Conclusion

In conclusion, the Response Cost Raffle model among the most effective EBIs that can be utilized to modify students' behavior in a learning environment. Additionally, that is in utilizing positive and negative behavior reinforcement strategies to reward concentrating students and demerit disruptive learners. Furthermore, the EBI has been supported by a number of empirical evidence, which validates its effectiveness if utilized in a learning environment. Also, the Response Cost Raffle model is most suitable for modifying the behavior of students in the lower grade levels of learning. Ultimately, the primary strength of the Response Cost Raffle model is that it is simple to implement in a classroom setting. However, the EBI can only be effective if students do not recognize other strategies of achieving their desired rewards.

References

Conyers, C., Miltenberger, R., Maki, A., Barenz, R., Jurgens, M., Sailer, A., Haugen, M., & Kopp, B. (2004). A comparison of response cost and differential reinforcement of other behavior to reduce disruptive behavior in a preschool classroom. Journal of applied behavior analysis, 37(3), 411-415. https://doi.org/10.1901/jaba.2004.37-411

Nolan, J. D., & Filter, K. J. (2012). A function-based classroom behavior intervention using non-contingent reinforcement plus response cost. Education and Treatment of Children, 35(3), 419-430. https://doi.org/10.1353/etc.2012.0017