Get ‘Em on Task (Tier II, Elementary)

Get ‘Em on Task requires a computer or application to provide a random auditory signal in the classroom to alert teachers and students to monitor behaviors and participation. When the sound goes off, the teacher identifies students by name who are off-task, and instructs them to mark an X on their individual score cards; students who are on-task are praised and told to give themselves a point. At the end of a designated time period, students use the points for a reward, pre-determined by the students and teacher.

How to:

Materials:

• Get ‘Em on Task computer program, OR App for automatic auditory signal ​
• Point Card for each student
• Classroom bank to record points
• Reward menu with cost (in points) for reward items

1.  As a class, identify desired behaviors (within varied learning situations: whole group, small group, peer work, or individual work). Model, demonstrate, and role play to ensure student understanding. Use Rules Within Routines Matrix may be effective and may help with generalization to other classes and settings.
2. Explain that students will have the opportunity to earn rewards for appropriate behavior.
3. As a class, identify desired rewards (ex: special activities, snacks). Designate the point value/cost for the various items. Create goals based on points per day (for example, 10 points available per day). Pre-determine when students can use their banked points to exchange for a reward item. For example, depending on the age and ability of students, and in order to build their endurance for demonstrating the appropriate behaviors, you may want to offer the reward exchange opportunity in smaller increments, and gradually extend this time (end of a class period, middle of the day, end of the day, end of the week.)
4. As a class, identify behaviors to avoid, particularly in areas where students have struggled (i.e. negative language, not cooperating during group work).
5. Give each student a Point Card. (Create individual point cards here.)
6. When the computer signal sounds, scan the classroom:
   1. Identify students who are off task by name. They receive no points and students/staff (depending on age) mark an X on the Point Card. Be clear that students are being called out not as a punishment but to note that they need to regulate themselves. This intervention brings attention to the undesired behaviors first; to provide a more positive intervention, quickly note the names of students who are on-task.
   2. Praise students who are on task and tell them to award themselves a point. Be very specific as to the behaviors they were exhibiting.
7. At the end of the day, students calculate their points and add them to their bank total.
   1. Review progress with students, pointing out specific behaviors that earned credit and raised their bank score. Acknowledge improvement publicly as appropriate for each student.
   2. For students who earned few to no points, discuss the desired behaviors and goals for behavior and points earned for the next class. 

*This intervention may not be successful for students who are engaging in off-task behaviors as a means to gain attention (as determined by the FBA), as calling out student names for off-task behaviors may reinforce and lead to an increase in the undesired behavior.

Reference:
Kraemer, E. E., Davies, S. C., Arndt, K. J., & Hunley, S. (2012). A comparison of the Mystery Motivator and the Get ‘Em On Task interventions for off-task
       behaviors. Psychology in the Schools, 49(2), 163-175.
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Resources:

• Student Point Card
• Ideas that Work (Points Sheets/Behavior Report Cards)

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