Effects of Self-Recording for On-Task and Academic Responding: A Long Term Analysis

1983 ◽  
Vol 6 (3) ◽  
pp. 5-12 ◽  
Author(s):  
T. F. McLaughlin
Keyword(s):  
Academic Performance ◽  
The Self ◽  
Long Term Effects ◽  
School Students ◽  
Behaviorally Disordered ◽  
Baseline Design ◽  
Task Behavior ◽  
On Task Behavior ◽  
Academic Responding

The purpose of the present study was to examine the immediate and long term effects of self-recording for on-task responding. Data were taken for both on-task and accuracy of performance in handwriting, spelling, and math with three behaviorally disordered elementary school students. The effects of self-recording were evaluated in a multiple-baseline design across subject-matter areas. The overall results revealed an increase in both on-task and academic performance when the students self-recorded their own on-task behavior. Only one pupil decreased his academic performance over that noted in baseline. Follow-up data taken during the first, second, and third school years yielded rates of on-task behavior over that of baseline, but not at the levels found in the self-recording condition. The practical aspects of the self-recording procedure were discussed.

The Effects of Self-Monitoring of Academic Accuracy and Productivity on the Performance of Students with Behavioral Disorders

1993 ◽  
Vol 18 (4) ◽  
pp. 241-250 ◽  
Author(s):  
Sonya C. Carr ◽  
Rebecca P. Punzo
Keyword(s):  
Academic Performance ◽  
Behavioral Disorders ◽  
Emotionally Disturbed ◽  
Male Students ◽  
Behaviorally Disordered ◽  
Self Monitoring ◽  
Baseline Design ◽  
Task Behavior ◽  
Monitoring Procedure ◽  
On Task Behavior

The purpose of this study was to investigate the effects of a self-monitoring of academic accuracy and productivity procedure on the academic performance and on-task behavior of three male students classified as behaviorally disordered/emotionally disturbed. Students were taught to self-monitor in each of three successive academic areas: reading, mathematics, and spelling. A multiple baseline design was used to assess the effectiveness of the intervention. Students made gains in academic accuracy, productivity, and on-task behavior and improvements were observed across all subject areas. The results of this study indicate that the self-monitoring procedure can be used effectively in special education classes for students with behavioral disorders to enhance academic performance and to support on-task behavior.

The Effects of Peer Tutoring and Self-Management Training on On-Task, Academic, and Disruptive Behaviors

1993 ◽  
Vol 18 (2) ◽  
pp. 118-128 ◽  
Author(s):  
Sandra Hogan ◽  
Mary Anne Prater
Keyword(s):  
Academic Performance ◽  
General Education ◽  
Disruptive Behavior ◽  
Peer Tutoring ◽  
Disruptive Behaviors ◽  
Management Training ◽  
Self Management ◽  
Behaviorally Disordered ◽  
Task Behavior ◽  
On Task Behavior

The effects of peer tutoring and self-management on on-task behavior and academic performance (tutee) as well as disruptive behaviors (tutor) were examined. The tutor had been identified as behaviorally disordered and the tutee as learning disabled. During the peer tutoring condition the tutee improved his on-task and academic performance but the tutor's disruptive behavior did not change. Self-management was initiated for both subjects. During self-monitoring the tutee's on-task behavior improved above that during peer tutoring. The tutor self-monitored his disruptive behavior but only slight improvements were observed. A self-instructional component was then added and the disruptive behavior was eliminated. For both subjects, a multiple baseline across-settings design was applied and results were observed across resource and general education English and mathematics classes.

Effects of Self-Recording on High-School Students' on-Task Behavior

1987 ◽  
Vol 10 (3) ◽  
pp. 203-213 ◽  
Author(s):  
Deborah W. Blick ◽  
David W. Test
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Disabled ◽  
Behavior Changes ◽  
School Students ◽  
Self Monitoring ◽  
Baseline Design ◽  
Emotionally Handicapped ◽  
Task Behavior ◽  
On Task Behavior

Twelve mildly handicapped (9 learning disabled, 2 educable mentally handicapped, and 1 emotionally handicapped) high-school students served as subjects in a study conducted to determine the effects of self-monitoring and recording on student on-task performance. Although only four students from three classes were targeted for data collection, all students in each class were taught how to self-monitor and record —first in the presence of audible cues and later independently as audible cues were faded. A multiple-baseline design across groups revealed a functional relationship between the intervention and increased on-task behavior. Changes were maintained as audible cues were faded. In addition, student accuracy data showed a relationship between increased on-task behavior and accurate self-recording. Anecdotal data indicated that students' academic performance improved in both training and nontraining settings.

scholarly journals PENERAPAN TEKNIK SELF-MONITORING UNTUK MENINGKATKAN PERILAKU ON-TASK PADA ANAK UNDERACHIEVER: SEBUAH STUDI KASUS

2019 ◽  
Vol 2 (2) ◽  
pp. 68-84
Author(s):  
Maria Dwindita ◽  
Rini Hildayani
Keyword(s):  
Academic Achievement ◽  
Single Case ◽  
The Self ◽  
Monitoring Method ◽  
Self Monitoring ◽  
Task Behavior ◽  
Monitoring Technique ◽  
On Task Behavior ◽  
Student Age

ABSTRAKPerilaku on-task merupakan segala perilaku yang bertujuan untuk menyelesaikan tugas sehingga berperan penting dalam pencapaian akademik pada anak. Anak dengan underachiever umumnya memiliki masalah dalam menampilkan perilaku on- task. Sebaliknya, mereka cenderung untuk menampilkan perilaku off-task yang didefinisikan sebagai perilaku melakukan pekerjaan yang tidak ada hubungannya dengan tugas atau aktivitas yang sedang dijalani. Perilaku on-task dapat ditingkatkan dengan metode self-monitoring. Tujuan penelitian ini adalah untuk menguji efektivitas teknik self-monitoring dalam meningkatkan perilaku on-task pada anak underachiever. Penelitian ini menggunakan desain penelitian subyek tunggal A-B dengan follow-updengan partisipan penelitian adalah anak laki-laki underachiever berusia 9 tahun dengan IQ rata-rata atas yang cenderung menampilkan perilaku off-task ketika dihadapkan pada suatu tugas atau aktivitas. Penelitian ini terdiri dari 10 sesi dan hasil menunjukkan bahwa teknik self-monitoring dapat meningkatkan perilaku on-task dari 60% menjadi 90% dan efek pemberian intervensi bertahan hingga tahap follow-up.Kata kunci: on-task, self-monitoring, underachieverABSTRACTOn-task behavior refers as all behaviors that intended to complete the task, so it plays an important role for children’s academic achievement. Mostly, the underachiever children tend to have problems demonstrating on-task behavior. In the contrary, they tend to demonstrate off-task behavior that defined as all behaviorsthat isn’t intended to complete the task. On-task behavior can be increased with self-monitoring method. The aim of this research is to test the effectivity of self-monitoring techinique to increase underachiever children’s on-task behavior. This research is a single case AB with follow-up design. The participant in this research is a male underachiever student age 9 with the IQ score of above average that tend to demonstrate off task behavior while working on his school task. This research consists of 10 session and the result shows that the self-monitoring technique is effective in increasing the on-task behavior from 60% to 90%. The effect of this intervention last until the follow up sessionKeywords: on-task, self-monitoring, underachiever

Implementing Positive Behavior Support Within Preschool Settings: Group Functional Assessment and CW-FIT

2020 ◽  
Vol 22 (3) ◽  
pp. 167-180
Author(s):  
Dearbhaile Mahon ◽  
Ciara Gunning ◽  
Jennifer Holloway ◽  
Helena Lydon
Keyword(s):  
Social Skills ◽  
Classroom Management ◽  
Problem Behavior ◽  
Visual Analysis ◽  
Training Group ◽  
Skills Training ◽  
Baseline Design ◽  
Management Interventions ◽  
Task Behavior ◽  
On Task Behavior

Preschool is an important educational setting for child development, and problem behavior is a prevalent barrier within this setting. Preschool teachers have expressed the need for evidence-based classroom management interventions to address problem behavior. Class-Wide Function-Related Intervention Teams (CW-FIT) is an intervention that incorporates social skills training, group contingencies, and reinforcement to address problem behavior within classrooms. This intervention has been found to be socially valid by teachers and children, and effective in increasing children’s engagement, decreasing problems/problem behavior in elementary, kindergarten, and first- and second-grade classrooms. The aim of the current study was to evaluate a modified CW-FIT as an effective strategy to address problem behavior within two community preschools in Ireland across three preschool classes with 32 children. A multiple-baseline design across groups was employed to evaluate the outcomes, with measures of generalization and maintenance (for one group) also taken. Visual analysis of data revealed an increase in the children’s on-task behavior and social skills as well as a decrease in children’s problem behavior within these settings. Generalization (across all three groups) and maintenance (across one group) of these findings for on-task behavior and problem behavior were also observed. Social validity measures showed that teachers rated the intervention as socially acceptable.

Psychology of Computer Use: VI. Effectiveness of Computer-Assisted Instruction in Expository Writing

1988 ◽  
Vol 67 (3) ◽  
pp. 871-877 ◽  
Author(s):  
Thomas E. Scruggs
Keyword(s):  
High School Students ◽  
Crossover Design ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Expository Writing ◽  
School Students ◽  
Writing Assignments ◽  
Task Behavior ◽  
On Task Behavior ◽  
Assisted Instruction

31 high school students were given writing assignments on a computer-writing program (WANDAH) or on a free writing control condition in a crossover design in which order of condition and writing topics were counterbalanced. Results indicated that students in the WANDAH condition wrote significantly more words, longer sentences, and showed significantly longer on-task behavior. However, the proportion of “be” (inactive) words per sentence and number of sentences written were apparently not affected by the WANDAH program. Significant differences in variances were also observed between conditions on number of words written per T-unit. Survey data indicated that students favored writing with this computer program over writing by hand.

Verification of Ingroup Identity as a Longitudinal Mediator between Intergroup Contact and Outgroup Evaluation

2013 ◽  
Vol 16 ◽  
Author(s):  
Angel Gómez ◽  
Anja Eller ◽  
Alexandra Vázquez
Keyword(s):  
High School Students ◽  
Intergroup Contact ◽  
Long Term Effects ◽  
School Students ◽  
Cross Sectional ◽  
Positive Effects ◽  
Group Members ◽  
Ingroup Identity ◽  
Continue Work

AbstractAlmost six decades of research have consistently demonstrated that intergroup contact is one of the most powerful ways of improving intergroup attitudes. At least two important limitations, however, still compel researchers to continue work in this area: the issue of long-term effects of contact, and the processes underlying such effects. This report makes a theoretical and empirical contribution with regard to these two aspects introducing a new mediator of the effects of contact: verification of qualities of typical ingroup members that may or may not characterize individual group members (e.g. verification of ingroup identities). One hundred and forty-two high school students participated in a two-wave longitudinal study with 12 weeks’ lag in Spain. Cross-sectional and longitudinal mediational analyses using multiple imputation data showed that intergroup contact improves general outgroup evaluation through increasing verification of ingroup identities. This research demonstrates the relevance of considering verification of ingroup identity as a mediator for the positive effects of intergroup contact.

Self-Monitoring of Attention versus Self-Monitoring of Performance: Effects on Attention and Academic Performance

1993 ◽  
Vol 60 (1) ◽  
pp. 29-40 ◽  
Author(s):  
Robert Reid ◽  
Karen R. Harris
Keyword(s):  
Learning Disabilities ◽  
Academic Performance ◽  
Academic Outcomes ◽  
Students With Learning Disabilities ◽  
Self Monitoring ◽  
Task Behavior ◽  
Spelling Achievement ◽  
Student Interviews ◽  
Performance Effects ◽  
On Task Behavior

This study compared the effects of two types of self-monitoring on attention and academic performance. Twenty-eight students with learning disabilities were taught a spelling study procedure (SSP), followed by instruction in self-monitoring of performance (SMP) and self-monitoring of attention (SMA). Results showed that on-task behavior was significantly higher in both SMA and SMP than in SSP. Number of correct practices was significantly higher in SMP than in SSP. Spelling achievement was significantly lower in SMA than in SSP, and spelling maintenance was significantly lower in SMA than in SSP and SMP. Student interviews indicated that SMA is experienced as intrusive. The type of self-monitoring used may have direct, significant effects on academic outcomes; there does not appear to be a “best” method of self-monitoring for all students on all tasks.

Interdependent Group Rewards: Rewarding On-Task Behavior Versus Academic Performance in an Eighth-Grade Classroom Serving Students With Emotional and Behavioral Disorders

2020 ◽  
pp. 019874292093400
Author(s):  
Caroline M. Jaquett ◽  
Christopher H. Skinner ◽  
Tara Moore ◽  
Kyle Ryan ◽  
Merilee McCurdy ◽  
...  
Keyword(s):  
Academic Performance ◽  
Disruptive Behavior ◽  
Eighth Grade ◽  
Future Research ◽  
Percent Correct ◽  
Alternating Treatments Design ◽  
Task Behavior ◽  
Interdependent Group Contingencies ◽  
Eighth Grade Students ◽  
On Task Behavior

An alternating treatments design was used to evaluate and compare the effects of two interdependent group contingencies on the academic performance, on-task behavior, and disruptive behavior of eighth-grade students in a social studies class. All students were enrolled in a self-contained alternative school for students with behavior problems. Delivering rewards contingent upon participants’ average percent correct enhanced on-task behavior and percent correct on independent seatwork assignments; however, delivering rewards contingent upon participants’ on-task behavior yielded more consistent and larger increases in percent correct and on-task behavior. Neither group contingency resulted in consistent or meaningful changes in disruptive behavior. Theoretical and applied implications related to direct and indirect effects of interdependent group rewards are discussed along with directions for future research.

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