DIFFERENTIAL EFFECTS OF SELF-MONITORING ATTENTION,ACCURACY, AND PRODUCTIVITY

Effects of self-monitoring on-task behavior, academic productivity, and academic accuracy were assessed with 6 elementary-school students with learning disabilities in their general education classroom using a mathematics task. Following baseline, the three self-monitoring conditions were introduced using a multiple schedule design during independent practice sessions. Although all three interventions yielded improvements in either arithmetic productivity, accuracy, or on-task behavior, self-monitoring academic productivity or accuracy was generally superior. Differential results were obtained across age groups: fourth graders' mathematics performance improved most when self-monitoring productivity, whereas sixth graders' performance improved most when self-monitoring accuracy.     

Stability Balls and Student on-Task Behavior

Stability balls have become a common option for alternative seating in classrooms. While the social validity of stability ball classroom seating remains high among students and teachers, findings on the effectiveness of this alternative seating method are mixed. This is particularly true when the intent of the intervention is to increase student on-task behavior. This study examined the effects of stability ball seating on students’ on-task behavior in a general education setting, using a within-subjects repeated measures design. Researchers observed twenty-four third-grade students in a public-school classroom across three conditions: all chairs, all balls, or choice. Across observation days, the study controlled for time of day, teacher, and classroom environment. Results indicate students are on-task less frequently when sitting on a stability ball. Student reports on social validity replicated prior findings; students found the stability ball to be desirable and easy to use.

     

The effects of computer-assisted instruction on the mathematics performance and classroom behavior of children with ADHD

The present study examines the effects of computer-assisted instruction (CAI) on the mathematics performance and classroom behavior of three second-through fourth-grade students with ADHD. A controlled case study is used to evaluate the effects of the computer software on participants' mathematics performance and on-task behavior. Participants' mathematics achievement improve and their on-task behavior increase during the CAI sessions relative to independent seatwork conditions. In addition, students and teachers consider CAI to be an acceptable intervention for some students with ADHD who are having difficulty with mathematics. Implications of these results for practice and research are discussed.     

Effects of Self-Monitoring on On-Task Behaviors of At-Risk Middle School Students

The purposes of this study were to evaluate the effects of self-monitoring on increasing the on-task behaviors of four at-risk middle school students, and to examine its indirect effects on academic performance. Additionally, we attempted to develop and validate cost- and time-efficient procedures that typical classroom teachers could use. The data from a multiple baseline design across three academic settings, replicated with four students, revealed immediate increases in on-task behavior as each student began to self-monitor in each sequential setting. The data also revealed slightly higher levels of academic performance and, in most instances, gradually accelerating trends. These findings suggest that self-monitoring is a cost- and time-efficient procedure that classroom teachers can use to teach at-risk students to manage their own behaviors.     

Effects of an iPad-Supported Phonics Intervention on Decoding Performance and Time On-Task

Despite their recent popularity in schools, there is minimal consensus in the educational literature regarding the use of mobile devices for reading intervention. The word box intervention (Joseph Read Teach 52:348–356, 1998) has been consistently associated with improvements in student decoding performance. This early efficacy study examined an iPad-supported approach to the word box intervention. The participants were three students from the same first grade classroom, all of whom lacked basic decoding skills and two of which were English language learners. The research question was evaluated with a multielement single-case experimental design that compared the standard materials to an equivalent iPad application. Results did not reveal a clear pattern on measures of decoding across the participants. Time on-task was high for both conditions for all three participants. Results indicated a need for future study of mobile-supported reading interventions in similar contexts.     

Using self-monitoring to increase on-task behaviors of students with attention deficit hyperactivity disorders (ADHD) in inclusive classrooms in Turkey (Türkiye)

Self-monitoring interventions have been found to be effective in improving the on-task behaviors of students with a wide range of disabilities. However, there are ongoing limitations in the literature, including the (a) lack of planning in generalization and maintenance, (b) interventions are predominantly conducted in segregated settings, and (c) inadequate number of data points collected in each condition. In the current study, self-monitoring was used to improve the on-task behavior of three elementary school students with ADHD in inclusive classrooms in Turkey. A concurrent multiple-baseline across-participants design was used. Generalization and maintenance were programmed via sequential modification, partial withdrawal, and continuous data collection. Additionally, classroom teachers rated the students' overall classroom behaviors in each data collection session. Based on the visual and the effect size analyses (i.e., performance criteria-based effect size [PCES]), the intervention was effective in improving the students' on-task behaviors. The self-monitoring intervention had 1.18 (high effect), 1.06 (effective) in generalization, and 1.14 (effective) in the first maintenance set and 1.03 (effective) in the second maintenance data set. The teacher ratings aligned with the increased on-task behaviors of the students. Implications for practice are discussed.     

We're all in this together now: group performance feedback to increase classroom team data collection

This study's primary goal was to evaluate the use of performance feedback procedures delivered to a classroom team to increase daily data collection. Performance feedback (PFB) was delivered to four classroom teams responsible for the daily collection of data representing student performance during prescribed instructional activities. Using a multiple-baseline design, the effects of the team performance-feedback were evaluated for the target student, and for generalization to data collection for all classroom students. A secondary question evaluated if student on-task behavior correlated with increased data collection. Finally, social validity was investigated to evaluate team satisfaction with the PFB intervention. The results demonstrate improved data collection across all four classroom teams for the target student in each classroom and generalization within classrooms to all remaining students. Slight increases in student on-task behavior were observed in three of the four classrooms, and teacher satisfaction ratings were high.     

The Effects of Class-Wide Function-Related Intervention Teams (CW-FIT) on Students’ Prosocial Classroom Behaviors

Students with challenging, disruptive behavior have difficulty learning in school, and their behavior adversely impacts the learning of other students and the classroom teacher. Class-Wide Function-related Intervention Teams (CW-FIT) is an evidence-based approach that teachers can use to prevent and reduce problem behavior and increase prosocial classroom behaviors. Previous studies have demonstrated that CW-FIT produced improvements in student appropriate classroom behaviors which led to increased available instruction time. The purpose of this investigation was to systematically replicate CW-FIT adding to the empirical research base supporting it. A novel aspect compared to prior studies was measurement of the student behaviors related to skills taught during CW-FIT (compliance, hand-raising, out-of-seat, and talking out), showing a direct relationship to students’ improvements. Students in four classes and their teachers participated in this study. An ABAB reversal design was used to demonstrate intervention effectiveness and experimental control. Implications for research and practice are discussed.     

Effects of reprimands and praise on appropriate behavior in the classroom

The effects of positive consequences on appropriate behavior at the beginning of a classroom experience were examined during an academic program for students with behavioral and academic difficulties. The results showed that the use of reprimands alone was associated with high levels of on-task behaviors during the initial days of the class. The addition of praise produced no change in the rate of on-task behaviors or the level of academic performance. The withdrawal of all consequences caused significant decreases in on-task behavior and academic productivity. The subsequent use of praise alone led to an initial increase followed by a dramatic decline in on-task performance, resulting in no change in the average rate of on-task behavior relative to the use of no consequences. These results are consistent with previous findings indicating the importance of reprimands for maintaining appropriate classroom behavior. Speculations regarding potential roles of praise are briefly discussed.The authors wish to thank classroom teacher Bonnie Chatterton for her exceptional cooperation and effort, Mark Gunning for his valuable assistance in the data collection, and Ann Abramowitz for her helpful editorial comments.     

Behavioral self-control in classroom settings: A review of the literature

Reviews the research on the use of behavioral self-control procedures with students in classroom settings. Thirteen published articles are reviewed. The three student classroom behaviors of on-task behavior, disruptive behavior, and academic behavior are considered. The use of behavioral self-control procedures appears promising with on-task and academic behaviors and inconclusive with disruptive behavior. The reviewed studies were weak regarding follow-up analyses and controlling for student prior experience with external contigency programs. Further research with behavioral self-control in different settings seems warranted.     

Effects of Numbered Heads Together on the Daily Quiz Scores and On-Task Behavior of Students with Disabilities

Previous research has demonstrated that Numbered Heads Together, a cooperative learning strategy, is more effective than traditional teacher-led instruction in academic areas such as social studies and science. The current study compared the effects of two types of Numbered Heads Together strategies with a baseline condition during 7th grade language arts lessons. Results indicated that three students with various disabilities had higher percent intervals of on-task behavior and daily quiz scores during either Heads Together condition. Teacher satisfaction ratings suggested that Heads Together was easy to implement, and all three students preferred this strategy to baseline instruction. A discussion of study limitations, implications, and future research directions is included.     

The Temporal and Dynamic Nature of Self-Regulatory Processes During Independent and Externally Assisted Hypermedia Learning

This study examined the temporal and dynamic nature of students’ self-regulatory processes while learning about the circulatory system with hypermedia. A total of 74 undergraduate students were randomly assigned to 1 of 2 conditions: independent learning or externally assisted learning. Participants in the independent learning condition used a hypermedia environment to learn about the circulatory system on their own, while participants in the externally assisted condition used the same hypermedia environment, but were given prompts and feedback from a human tutor during the session to facilitate their self-regulatory behavior. Previously published pretest–posttest shifts toward more mature understanding of the circulatory system indicate that the externally assisted condition leads to greater learning. The present article uses think-aloud data during learning to explore process issues in light of models of self-regulated learning and conditions of engagement that may affect those processes. Results indicate that access to a human tutor influences the deployment of regulatory processes, intervals of use, and temporal dependencies. For example, there is significantly more planning during the final time interval of the learning session in the externally assisted condition; students in both conditions deploy more learning strategies in the first and second time intervals, compared to the last two time intervals. Additionally, in the externally assisted condition participants were more likely to shift from planning to monitoring and less likely to shift from learning strategies to planning. We discuss theoretical, conceptual, and methodological issues pertaining to these results, as well as implications for future research and the design of adaptive hypermedia systems.     

Increasing on-task behavior in every student in a second-grade classroom during transitions: Validating the color wheel system

A single-case (B-C-B-C) experimental design was used to evaluate the effects of the Color Wheel classroom management system (CWS) on on-task (OT) behavior in an intact, general-education, 2nd-grade classroom during transitions. The CWS included three sets of rules, posted cues to indicate the rules students are expected to be following at that time, and transition procedures for altering activities and rules. Class-wide data analysis showed large, immediate, and sustained increases in OT behavior when the CWS was applied, with OT behavior returning to baseline levels when typical classroom management (TCM) procedures were reinstated. Each student's average phase data also showed increases in OT behavior when the CWS was applied and re-applied, and showed reductions when the CWS was withdrawn. Discussion focuses on evaluating the internal, external, and contextual validity of class-wide remediation and prevention procedures.     

An effective metacognitive strategy: learning by doing and explaining with a computer‐based Cognitive Tutor

Recent studies have shown that self‐explanation is an effective metacognitive strategy, but how can it be leveraged to improve students' learning in actual classrooms? How do instructional treatments that emphasizes self‐explanation affect students' learning, as compared to other instructional treatments? We investigated whether self‐explanation can be scaffolded effectively in a classroom environment using a Cognitive Tutor, which is intelligent instructional software that supports guided learning by doing. In two classroom experiments, we found that students who explained their steps during problem‐solving practice with a Cognitive Tutor learned with greater understanding compared to students who did not explain steps. The explainers better explained their solutions steps and were more successful on transfer problems. We interpret these results as follows: By engaging in explanation, students acquired better‐integrated visual and verbal declarative knowledge and acquired less shallow procedural knowledge. The research demonstrates that the benefits of self‐explanation can be achieved in a relatively simple computer‐based approach that scales well for classroom use.     

Evaluation of Progressive Muscle Relaxation with Conduct-Problem,Learning-Disabled Children

Four learning-disabled, conduct-problem children were trained in the use of progressive muscle relaxation to determine the effect of subsequent relaxation practice on behavior in the classroom. After three initial sessions of relaxation training, the children performed in 21 daily classroom periods. Each period was 12 minutes in length. Prior to each classroom period, the children engaged in one of two activities with the relaxation trainer for 15 minutes, i.e., either practice at relaxation with the trainer or card-playing. Measures of disruption, on-task, academic rate, and academic accuracy were gathered in the classroom. In addition, a relaxation checklist was employed to determine the extent to which the child was relaxed in the relaxation practice sessions. The results gave no evidence of differential effects as a consequence of the relaxation procedures or any of the classroom measures. These results suggest that the overzealous use of progressive relaxation training as a setting event or as a non-specific treatment procedure with school children may be unwarranted at this time.     

Use of Delayed Praise as a Directive and Its Effectiveness on On-Task Behavior

ABSTRACT

This study investigated the effectiveness of delayed, directive praise on the on-task behavior of children identified as having a low level of attention. Utilizing an A-B-A-B single subject design, each child received delayed praise, employed as a directive for future behavior, from his or her classroom teacher during the treatment phases. The on-task behavior of each participant rose substantially between the initial baseline and treatment conditions and remained elevated throughout the study. Similarities between student performances suggest that students with low on-task behavior respond positively to delayed, directive praise and that the positive effects of such praise generalize over time.     

The Effects of Using Response Cards on Student Participation, Academic Achievement, and On-Task Behavior During Whole-Class, Math Instruction

This study evaluated the effects of using response cards during whole-group math instruction in a fourth-grade classroom, using an ABA research design. During both A and B conditions the classroom teacher conducted her math lessons as planned. However during the A conditions, hand-raising (HR) was in effect. That is, when the teacher asked a question she instructed the students to raise their hands and after each question she called on one student whose hand was raised. During the B condition, response cards (RC) were in effect. Whenever she asked a question, the teacher instructed the entire class to write their answers on individual response cards. After each question, the teacher instructed the entire class to hold up their RC. Data were collected on five students who represented the class range in general level of participation, academic skills, and on-task behavior. Results indicated that student participation, specifically the number of student-initiated opportunities to respond and the number of student responses were higher when using RC than when HR was in effect. Students scored higher on the weekly math quiz after the RC condition than after the HR conditions. The percentage of intervals that students were on-task also was higher when RC were used.     

Implementation of a Self-monitoring Application to Improve On-Task Behavior: A High-School Pilot Study

Technological innovations offer promise for improving intervention implementation in secondary, inclusive classrooms. A withdrawal design was employed with two high-school students in order to assess the effectiveness of a technologically delivered, self-monitoring intervention in improving on-task behavior in a science classroom. Two students ages 14 and 15 with diagnoses of specific learning disability (Student 1) and attention deficit hyperactivity disorder (ADHD; Student 2) were selected by case manager referral due to difficulties with on-task behavior despite long-term administration of psychostimulant medication. After baseline data were collected, both students were trained in the use of a self-monitoring application (I-Connect) delivered via a handheld tablet. On-task prompts were delivered at 5-min intervals in an ABAB withdrawal design. The intervention resulted in positive, stable improvements in the primary dependent variable of on-task behavior for both students and less clear improvement in the generalization variable of disruptive behavior.     

INCREASING THE INDEPENDENT RESPONDING OF AUTISTIC CHILDREN WITH UNPREDICTABLE SUPERVISION

We investigated the role of predictable versus unpredictable supervision on the independent task responding of three autistic children. In a predictable supervision condition, the therapist was present in the setting for a regular period of time and then was absent for the remainder of the session. In an unpredictable supervision condition, the therapist's presence was scheduled on a random, intermittent, and unpredictable basis throughout the session. The multiple baseline analysis showed that the unpredictable supervision produced much higher levels of on-task responding during the therapist's absence for all three children. Analysis of work completed during the therapist's absence also favored the unpredictable supervision condition. The results are discussed in relation to the literature on generalization and educational practice.     

SELF-INSTRUCTIONAL TRAINING TO INCREASE INDEPENDENT WORK PERFORMANCE IN PRESCHOOLERS

The generalized effects of self-instructional training on the classroom performance of three “impulsive” preschool children were investigated using a multiple-baseline design across subjects. Measures of child and teacher behavior in the classroom were obtained through direct observations during a daily independent work period. Self-instructional training followed Meichenbaum and Goodman's (1971) approach, except that training materials consisted of naturalistic task worksheets rather than psychometric test items and training sessions were of shorter duration. For all three children, self-instructional training resulted in increased levels of accuracy on worksheets in the classroom that were similar to those used in training. Results related to several supplementary measures were less clear; however, they suggested that rates of on-task behavior may also have improved, and that a mild classroom intervention further strengthened on-task rates and effected consistent work completion for all three children. The findings suggested that generalized increases in accuracy on classroom worksheets were related to the naturalistic format of the self-instructional training sessions. The level of teacher attention was controlled to rule out its effect on changes in child behavior.