Mystery Motivator: An Effective and Time Efficient Intervention

Abstract

Jenson's Mystery Motivator was systematically applied across nine subjects from two classrooms. Primary components of the intervention included immediate performance feedback and intermittent reinforcement. Results appear promising, suggesting that the Mystery Motivator is an effective, socially valid intervention that can be implemented in the classroom with integrity. Implications for the intervention's use are discussed.

Additional information

Notes on contributors

Lisa A. Moore

Lisa A. Moore, PhD, received her doctorate from Texas A&M University in 1990. She is currently Assistant Professor of Psychology at Louisiana State University. Her research interests include social functioning in children with ADHD and classroom behavioral interventions.

Angela M. Waguespack

Angela M. Waguespack, MA, received her master's degree from Louisiana State University, where she currently serves as a graduate research assistant. Her research interests include teacher preferences for service delivery and teacher consultation.

Katherine F. Wickstrom

Katherine F. Wickstrom, MA, is a doctoral candidate in School Psychology at Louisiana State University. Her primary research interest involves verbal interactions within school-based consultative relationships.

Joseph C. Witt

Joseph C. Witt, PhD, is Professor of Psychology and Director of the School Psychology Program at Louisiana State University. He received his doctoral degree from Arizona State University in 1978. His current research interests include resistance in school-based consultation and treatment integrity with school-based interventions.

Gerard R. Gaydos

Gerard R. Gaydos, PhD, is Director of Psychology at Pinecrest Developmental Center in Pineville, LA. He received his doctorate from Georgia State University in 1991. His current research interests include mental disabilities and applied behavior analysis.