Increasing On-Task Behavior in Students in a Regular Classroom: Effectiveness of a Self-Management Procedure Using a Tactile Prompt |
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Authors: | Dennis W. Moore Angelika Anderson Michele Glassenbury Russell Lang Robert Didden |
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Affiliation: | 1. Faculty of Education, Krongold Centre, Monash University, Clayton Campus, Melbourne, VIC, 3800, Australia 2. Department of Curriculum and Instruction, Texas State University-San Marcos, San Marcos, TX, USA 3. Department of Special Education, Radboud University Nijmegen, Nijmegen, The Netherlands
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Abstract: | Self-management strategies have been shown to be widely effective. However, limited classroom-based research exists involving low performing but developmentally normal high school-aged participants. This study examined the effectiveness of a self-management strategy aimed at increasing on-task behavior in general education classrooms with students without a diagnosed disability, behavior disorder, or exceptionality. The self-management package included provision of a tactile prompt, training in self-monitoring and data recording, self-monitoring, and the plotting of the results on a cumulative graph. A multiple baseline design across three participants was used to evaluate the effects of the intervention. An increase in on-task behavior was observed with all participants on implementation of the self-management package, and questionnaire-based social validity findings suggest this was an acceptable and effective procedure for the classroom context. Limitations, implications, and future directions of these findings are discussed. |
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