Preliminary Report on the Relation of Students' on-Task Behavior with Completion of School Work

1999 ◽  
Vol 84 (1) ◽  
pp. 267-272 ◽  
Author(s):  
Steven W. Lee ◽  
Karen E. Kelly ◽  
Joseph E. Nyre
Keyword(s):  
School Psychologists ◽  
Classroom Observation ◽  
General Rule ◽  
Classroom Observations ◽  
Time On Task ◽  
School Work ◽  
Task Behavior ◽  
Work Completion ◽  
On Task Behavior ◽  
The Relationship

On-task behavior is frequently measured by school psychologists during classroom observations. Unfortunately, the obtained on-task percentage is difficult to interpret because (1) the relationship between on-task behavior and school work completion and quality are unknown and (2) generalizability of the observations is limited. In this study, percentage of time on task was related to work completion and quality using the newly developed Kansas Classroom Observation Form. The obtained data, while preliminary, suggest a general “rule-of-thumb” for expectations of work completion based on various observed on/off-task behavior. Other findings, limitations of the study, and directions for research 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 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 Impact of Three Years of Classroom Physical Activity Bouts on Time-on-Task Behavior

2017 ◽  
Vol 49 (11) ◽  
pp. 2343-2350 ◽  
Author(s):  
AMANDA N. SZABO-REED ◽  
ERIK A. WILLIS ◽  
JAEHOON LEE ◽  
CHARLES H. HILLMAN ◽  
RICHARD A. WASHBURN ◽  
...  
Keyword(s):  
Physical Activity ◽  
Time On Task ◽  
Task Behavior ◽  
On Task Behavior

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.

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.

Application Of Electron Probe Analyses Of Minerals In Discussing The Relationship Between Ductile Deformation And Metamorphism

1990 ◽  
Vol 48 (2) ◽  
pp. 250-251
Author(s):  
Fan Guochuan ◽  
Sun Zhongshi
Keyword(s):  
Chemical Composition ◽  
Shear Deformation ◽  
Electron Probe ◽  
General Rule ◽  
Granulite Facies ◽  
Ductile Deformation ◽  
Higher Temperature ◽  
Ductile Shear ◽  
The Relationship ◽  
Ductile Shear Deformation

Under influence of ductile shear deformation, granulite facies mineral paragenesis underwent metamorphism and changes in chemical composition. The present paper discusses some changes in chemical composition of garnet in hypers thene_absent felsic gnesiss and of hypersthene in rock in early and late granulite facies undergone increasing ductile shear deformation .In garnet fetsic geniss, band structures were formed because of partial melting and resulted in zoning from massive⟶transitional⟶melanocrate zones in increasing deformed sequence. The electron-probe analyses for garnet in these zones are listed in table 1 . The Table shows that Mno, Cao contents in garnet decrease swiftly from slightly to intensely deformed zones.In slightly and moderately deformed zones, Mgo contents keep unchanged and Feo is slightly lower. In intensely deformed zone, Mgo contents increase, indicating a higher temperature. This is in accord with the general rule that Mgo contents in garnet increase with rising temperature.

Sign in / Sign up

Export Citation Format

Share Document