Q-Me has proven effective in preliminary field tests in multiple classroom settings. On the average, across all students, 26.1 cues were required each day of the baseline period, with 9.7 points deducted. During the intervention phase, each student needed an average of only 5.5 cues, and lost an average of only 0.9 points each day. This represents a 62.8% decrease in cues given and an 83.4% decrease in points deducted when compared to baseline.
METHODS: Through referrals, we identified students whose teachers reported challenging and disruptive behaviors in the classroom. We used Q-Me at the same time, same class period each day. For the baseline, teachers used their Q-Me as if the child was wearing theirs. The child, however, was not, and was unaware of data collection. The instructor taught class as usual, intervening with the child as needed. Two to three consecutive days of baseline data were collected. Following the baseline phase, the child was given a Q-Me to wear, and the new intervention was initiated. To learn more about how to use Q-Me, visit our About page. During the intervention phase, the child received points, cues, and point deductions through the Q-Me. The effect on behavior was immediate and dramatic.