Using an intervention package with percentile schedules to increase on‐task behavior

2022 ◽  
Author(s):  
Daniel Kwak ◽  
Adel C. Najdowski ◽  
Svetlana Danielyan
Keyword(s):  
Intervention Package ◽  
Task Behavior ◽  
On Task Behavior ◽  
Percentile Schedules

A classwide peer-modeling intervention package to increase on-task behavior

2010 ◽  
Vol 47 (6) ◽  
pp. 551-566 ◽  
Author(s):  
Laura C. Richards ◽  
Lora Tuesday Heathfield ◽  
William R. Jenson
Keyword(s):  
Intervention Package ◽  
Peer Modeling ◽  
Task Behavior ◽  
On Task Behavior

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were maintained during two subsequent phases in which external components of the self-monitoring procedure were withdrawn.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.

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