A classroom demonstration of self-monitoring, reactivity, and interobserver agreement.

Dugan et al. (1995) ran a 10-minute classroom demo for college students. Each student watched a short video and quietly pressed a clicker every time a target behavior happened.

After the clip, students compared counts with a neighbor. The teacher then explained why numbers often differ and how watching your own behavior can change it.

The paper does not report data. It simply describes the steps so other instructors can copy the activity.

Bailey et al. (2010) took the same self-monitoring idea and gave it to classroom aides. Aides used a one-page checklist to track their own token-economy steps. Integrity rose above 90% and kids’ readiness skills improved.

Romani et al. (2018) moved the IOA lesson to a psychiatric unit. Staff carried clickers, timers, and short sheets. IOA jumped for all eight children with ID/DD.

Bernardy et al. (2023) and Walker et al. (2021) are like the target: each offers a ready-made class activity with no new data. Together they show that demos stay popular when instructors want quick, low-prep lessons.

Use this 10-minute script the next time you teach IOA or reactivity. Students feel the measurement problems firsthand instead of just hearing about them. Once they grasp the concept, you can point to Bailey et al. (2010) and Romani et al. (2018) to show how the same tools fix real-world staff integrity and data quality issues.