Effects of Task Difficulty on the Disruptive and On-Task Behavior of Students with Severe Behavior Disorders

1996 ◽  
Vol 21 (3) ◽  
pp. 216-225 ◽  
Author(s):  
Paris A. Depaepe ◽  
Richard E. Shores ◽  
Susan L. Jack ◽  
R. Kenton Denny
Keyword(s):  
Behavioral Disorders ◽  
Behavior Disorders ◽  
Task Difficulty ◽  
Difficulty Level ◽  
Single Subject ◽  
Time On Task ◽  
Academic Tasks ◽  
Task Behavior ◽  
On Task Behavior ◽  
Task Conditions

It has been proposed that academic materials presented to students with emotional and behavioral disorders may serve in some situations as aversive stimuli that increase escape and/or avoidance responses. The results from two single subject studies using ABAB designs that were conducted to examine the effects of the difficulty level of academic tasks (i.e., easy versus difficult) on both the disruptive and on-task behaviors of students with severe behavior disorders are presented. Results indicated that difficult tasks were generally associated with lower percentages of time on-task and higher percentages of time engaged in disruptive behavior than were easy task conditions. Implications for teachers of students with severe behavioral disorders are discussed.

Instructional Level and Engagement in Students With Behavioral Disorders

2021 ◽  
pp. 019874292110500
Author(s):  
Chelsea E. Carr ◽  
John Umbreit ◽  
Rebecca Hartzell
Keyword(s):  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Instructional Materials ◽  
Difficulty Level ◽  
Time On Task ◽  
Task Behavior ◽  
Instructional Level ◽  
Reading Materials ◽  
On Task Behavior ◽  
Frustration Level

This study examined the effects of adjusting the difficulty level of instructional materials on the time on-task and comprehension of four students with emotional and behavioral disorders. All participants previously exhibited low rates of on-task behavior during reading assignments. Students were presented with reading materials at their instructional, frustration, and independent levels to assess the effect on time on-task and comprehension. All four students demonstrated the highest percent of on-task behavior when presented with reading materials at their instructional level. Comprehension scores were highest for all four students at the independent level and lowest at the frustration level.

The Effects of a Student-Operated Business Curriculum on the On-Task Behavior of Students with Behavioral Disorders

1994 ◽  
Vol 19 (2) ◽  
pp. 136-141 ◽  
Author(s):  
Christine C. Mcwhirter ◽  
Lisa A. Bloom
Keyword(s):  
Middle School ◽  
Behavioral Disorders ◽  
Functional Relationship ◽  
Sampling Procedure ◽  
Time On Task ◽  
Time Sampling ◽  
Business Curriculum ◽  
School Class ◽  
Task Behavior ◽  
On Task Behavior

This study examined the effects of a student-operated business curriculum on the on-task behavior of three students with behavioral disorders in a self-contained middle school class. An ABAB design was employed to determine the effects of the intervention. Data were collected using a one-minute time-sampling procedure. Results indicated a functional relationship between the student-operated business curriculum and time on task in mathematics.

scholarly journals PENERAPAN TEKNIK SHAPING UNTUK MENINGKATKAN DURASI PERILAKU ON-TASK ANAK DENGAN MASALAH ATENSI

2020 ◽  
Vol 4 (1) ◽  
pp. 15-31
Author(s):  
Rahmatika Septina Chairunnisa ◽  
Cut Nurul Kemala
Keyword(s):  
Positive Reinforcement ◽  
Intervention Program ◽  
Single Subject ◽  
Single Subject Design ◽  
Academic Tasks ◽  
Attention Problem ◽  
Shaping Technique ◽  
Task Behavior ◽  
Subject Design ◽  
On Task Behavior

The aim of this study was to examine the effectiveness of the application of shaping technique with positive reinforcement, prompting, and fading technique in increasing the duration of on task-behavior in children with attention problem. The participant was AR, a 6- year-1-month-old boy who showed some behavior criteria or description of attentional disorder in interactive disorder category (ICDL-DMIC, 2005). The design in this study was a single-subject design with A-B type. The observer used a continuous recording method to measure the duration of on-task and off-task behavior when the child was working on some grade-1-level academic tasks. The result showed longer on-task behavior duration at the end of the intervention program.

Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1

2018 ◽  
Vol 20 (4) ◽  
pp. 227-238 ◽  
Author(s):  
Melanie A. Nelson ◽  
Paul Caldarella ◽  
Blake D. Hansen ◽  
Mark A. Graham ◽  
Leslie Williams ◽  
...  
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Positive Reinforcement ◽  
Student Behavior ◽  
Management Strategies ◽  
Single Subject ◽  
Classroom Management Strategies ◽  
Task Behavior ◽  
On Task Behavior ◽  
Art Classrooms

Disruptive student behavior, a common concern for teachers, presents particular challenges for those who teach art. Class-Wide Function-Related Intervention Teams (CW-FIT) is a multitiered intervention for implementing effective classroom management strategies aligned with schoolwide positive behavior interventions and supports. CW-FIT has proven effective in general education classrooms, with its emphasis on social skills instruction, teacher praise, group contingency, and positive reinforcement. This first study of CW-FIT implementation in elementary art classrooms examined its effects on student on-task behavior. The researchers used a single-subject (AB) design in one classroom and reversal designs (ABAB) in two classrooms. Results indicated student on-task behavior significantly improved, and the teacher was able to implement CW-FIT with fidelity as well as increase her praise-to-reprimand ratios. Both teacher and students found the intervention to be socially valid. Study implications and limitations are discussed.

Preschoolers’ Time On-Task and Physical Activity During a Classroom Activity Break

2015 ◽  
Vol 27 (1) ◽  
pp. 160-167 ◽  
Author(s):  
E. Kipling Webster ◽  
Danielle D. Wadsworth ◽  
Leah E. Robinson
Keyword(s):  
Physical Activity ◽  
Vigorous Physical Activity ◽  
Preschool Age ◽  
Time On Task ◽  
Acute Effects ◽  
Task Behavior ◽  
Short Bout ◽  
School Day ◽  
On Task Behavior ◽  
Observation Results

This study examined the acute effects of a 10-min teacher-implemented classroom-based activity break (AB) on physical activity participation and time on-task in a preschool-age population. 118 (M age = 3.80 ± 0.69 years) students from one preschool served as participants. The intervention took place over 4 days: 2 days AB were conducted and 2 days typical instruction occurred. Physical activity was monitored via accelerometry and time on-task was measured by direct observation. Results demonstrated that AB led to a higher percent of moderate-to-vigorous physical activity (MVPA) during the AB (M = 29.7%, p > .001). Breaks also promoted more on-task behavior (FU17 = 18.86, p > .001) following the AB. Specifically, the most off-task students before the break improved on-task behavior by 30 percentage points (p > .001). Percent of school day MVPA was also higher during AB days (i117 = 3.274, p = .001). Findings indicate teachers may improve time on-task postbreak for preschoolers with a short bout of physical activity in the classroom, especially in children who are the most off-task. In addition, classroom-based AB resulted in marginal increases in MVPA during breaks that influenced whole day activity.

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.

Eliminating Inappropriate Classroom Behavior Using a Dro Schedule: A Preliminary Study

1996 ◽  
Vol 78 (3) ◽  
pp. 753-754 ◽  
Author(s):  
Rangasamy Ramasamy ◽  
Ronald L. Taylor ◽  
Edward W. Ziegler
Keyword(s):  
Learning Disabilities ◽  
Classroom Behavior ◽  
Differential Reinforcement ◽  
Single Subject ◽  
Single Subject Design ◽  
Interval Schedule ◽  
Task Behavior ◽  
Subject Design ◽  
Preliminary Study ◽  
On Task Behavior

The purpose of this study was to eliminate out-of-seat behavior of a 14-yr.-old boy with learning disabilities using a single-subject design. Based on functional analysis, a Differential Reinforcement of Other Behavior interval schedule was used to eliminate an inappropriate behavior. During baseline, an average of 15 out-of-seat behavior problems were recorded. After 4 wk. of intervention, the inappropriate out-of-seat behavior was eliminated and on-task behavior improved.

scholarly journals Penerapan Teknik Shaping untuk meningkatkan durasi on-task behavior pada anak dengan masalah atensi

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Savira Anjani ◽  
Mita Aswanti Tjakrawiralaksana
Keyword(s):  
Single Subject ◽  
Single Subject Research ◽  
Shaping Technique ◽  
Task Behavior ◽  
On Task Behavior ◽  
Expected Duration

Abstrak.  Kemampuan mempertahankan atensi terlihat pada on-task behavior, dimana anak mampu mengerjakan tugas tanpa melakukan kegiatan lain yang tidak berkaitan. On-task behavior menjadi target perilaku yang ingin diintervensi pada S, anak laki-laki berusia 4 tahun 5 bulan dengan diagnosa Attentional Disorder (ICDL-DMIC). Berdasarkan pemeriksaan, rentang atensinya berada dibawah taraf rata-rata anak seusianya dan terlihat dari kesulitannya dalam menyelesaikan kegiatan. Penelitian single-subject ini bertujuan untuk melihat efektivitas dari penerapan teknik shaping dalam meningkatkan durasi on-task behavior pada anak dengan masalah atensi, dengan hipotesa teknik shaping mampu meningkatkan durasi on-task behavior. Terdapat peningkatan durasi saat intervensi diberikan. Dalam intervensi ini, orangtua memiliki peran besar sebagai pemberi prompt dan reinforcement untuk mempermudah proses generalisasi.Kata Kunci: Shaping, On-Task Behavior, Attentional DisorderAbstract. The ability to maintain attention is seen from on-task behavior, when child can do a task without do other unrelated activities. On-task behavior is the targeted behavior to intervene from S, a 4 years 5 months old boy with a diagnosis Attentional Disorder (ICDL-DMIC). Based on asssessment, S has shorter duration of attention than the expected duration of his age and shown on his difficulties in finishing any activities. This single-subject research aims to examine the effectiveness of the application of shaping technique in increasing the duration of on-task behavior, and hypothesized that it’s application will increase on-task behavior’s duration. The result shows that there is an increase in on-task behavior’s duration. In this research, parents took a bigger role as prompt and reinforcer giver to ease the process of generalization. Keywords: Shaping, On-Task Behavior, Attentional Disorder

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