Self-Recording during Group Instruction: Effects on Attention to Task

1981 ◽  
Vol 4 (4) ◽  
pp. 407-413 ◽  
Author(s):  
Daniel P. Hallahan ◽  
Kathleen J. Marshall ◽  
John Wills Lloyd
Keyword(s):  
Small Group ◽  
Oral Reading ◽  
Learning Disabled ◽  
Small Group Instruction ◽  
Group Instruction ◽  
Self Monitoring ◽  
Task Behavior ◽  
On Task Behavior ◽  
Procedural Components ◽  
Attention To Task

The effects of self-monitoring on attention to task during small-group instruction were investigated. Three learning disabled (LD) boys with severe attentional problems were taught to self-monitor their on-task behavior while participating in oral reading tasks. A reversal design demonstrated marked increases in attention to task for all three students. The higher levels of on-task behavior were maintained during two subsequent phases in which external components of the self-monitoring procedure were withdrawn. The results indicate that self-monitoring procedures can be effectively employed during oral, small-group instruction, and that positive behavioral changes can be maintained over a period of time following the gradual fading of external, procedural components.

Self-Monitoring of Attention as a Treatment for a Learning Disabled Boy's Off-Task Behavior

1979 ◽  
Vol 2 (3) ◽  
pp. 24-32 ◽  
Author(s):  
Daniel P. Hallahan ◽  
John Lloyd ◽  
Marianne Myron Kosiewicz ◽  
James M. Kauffman ◽  
Anne W. Graves
Keyword(s):  
Response Rate ◽  
Learning Disabled ◽  
Multiple Baseline ◽  
Self Monitoring ◽  
Task Behavior ◽  
Treatment Conditions ◽  
External Reinforcement ◽  
The Subject ◽  
On Task Behavior ◽  
High Level

A 7-year, 11-month-old, learning disabled boy with attentional problems was taught to self-monitor his on- and off-task behavior by using an audiotape recorder to cue his self-recording. Using a combination of multiple baseline across responses (handwriting and math) and reversal designs, on-task behavior increased dramatically under treatment conditions for both handwriting and math. Academic response rate also increased for handwriting and, especially, math. In an attempt to “wean” the child from possible reliance on the external (tape recorder) signal to self-record, two other treatment conditions were added. The subject was first instructed to self-record without the aid of tape-recorded signals; then, self-recording was discontinued and he was simply to praise himself for being on task. Both conditions led to high levels of on-task behavior and academic output. A one-month followup for math after the experiment found a continued high level of on-task behavior. The relative efficacy of external reinforcement treatments versus more cognitively based approaches such as self-monitoring is discussed.

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.

The Effects of Progressive Time Delay to Teach Social Problem-Solving to Preschoolers

2021 ◽  
pp. 105381512110520
Author(s):  
Jarrah Korba ◽  
Mary Louise Hemmeter ◽  
Adrienne K. Golden ◽  
Kate Nuhring
Keyword(s):  
Time Delay ◽  
Problem Solving ◽  
Small Group ◽  
Social Problem ◽  
Challenging Behavior ◽  
Social Problem Solving ◽  
Small Group Instruction ◽  
Probe Design ◽  
Group Instruction ◽  
Progressive Time Delay

A multiple probe design across participants was used to evaluate the effectiveness of progressive time delay (PTD) during small group instruction to teach social problem-solving to preschoolers and to assess generalization to novel contexts. PTD was used to teach children to both name and use a variety of problem-solving solutions. Target participants, all of whom exhibited challenging behavior or were at risk for social skill deficits, were paired with a typically developing peer for small group instructional sessions. During sessions, children were presented with scenarios involving simple social problems and were asked, “What could you do?” After naming an appropriate solution, participants were prompted to use the solution. Results indicate the use of PTD during small group instruction was effective for teaching social problem-solving to preschoolers, generalized to novel contexts and maintained following the withdrawal of the intervention. Limitations, areas for future research, and implications for practice are discussed.

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