On‐Task in a Box as a classwide intervention: Effects on on‐task behavior and academic productivity

2021 ◽  
Author(s):  
Jessica Rames‐LaPointe ◽  
Michael D. Hixson
Keyword(s):  
Academic Productivity ◽  
Intervention Effects ◽  
Task Behavior ◽  
On Task Behavior ◽  
Classwide Intervention

Reactive Effects of Self-Assessment and Self-Recording on Attention to Task and Academic Productivity

1982 ◽  
Vol 5 (3) ◽  
pp. 216-227 ◽  
Author(s):  
John Wills Lloyd ◽  
Daniel P. Hallahan ◽  
Marianne M. Kosiewicz ◽  
Rebecca Dailey Kneedler
Keyword(s):  
The Other ◽  
Effective Procedure ◽  
Academic Productivity ◽  
Self Assessment ◽  
Task Behavior ◽  
On Task Behavior ◽  
Attention To Task

In two experiments, the effects of self-assessment and self-recording were compared as treatments for increasing on-task behavior and academic productivity. In Experiment 1, both procedures caused increases in attention to task and academic productivity for one student, but neither procedure was more effective than the other. In Experiment 2, self-assessment by itself was neither effective in increasing the students' on-task behavior nor their academic productivity. However, the introduction of self-recording after a period of self-assessment resulted in increased on-task behavior, but not increased productivity. Based on these results, self-recording appears to be a more effective procedure than self-assessment for increasing attention to task.

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were maintained during two subsequent phases in which external components of the self-monitoring procedure were withdrawn.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

The Effects of Peer Tutoring and Self-Management Training on On-Task, Academic, and Disruptive Behaviors

1993 ◽  
Vol 18 (2) ◽  
pp. 118-128 ◽  
Author(s):  
Sandra Hogan ◽  
Mary Anne Prater
Keyword(s):  
Academic Performance ◽  
General Education ◽  
Disruptive Behavior ◽  
Peer Tutoring ◽  
Disruptive Behaviors ◽  
Management Training ◽  
Self Management ◽  
Behaviorally Disordered ◽  
Task Behavior ◽  
On Task Behavior

The effects of peer tutoring and self-management on on-task behavior and academic performance (tutee) as well as disruptive behaviors (tutor) were examined. The tutor had been identified as behaviorally disordered and the tutee as learning disabled. During the peer tutoring condition the tutee improved his on-task and academic performance but the tutor's disruptive behavior did not change. Self-management was initiated for both subjects. During self-monitoring the tutee's on-task behavior improved above that during peer tutoring. The tutor self-monitored his disruptive behavior but only slight improvements were observed. A self-instructional component was then added and the disruptive behavior was eliminated. For both subjects, a multiple baseline across-settings design was applied and results were observed across resource and general education English and mathematics classes.

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