The Electronic Home Note Program: An Effective Intervention Package to Improve Parent Program Participation, On-Task Behavior, and Academic Performance

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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Effects of Self-Recording for On-Task and Academic Responding: A Long Term Analysis

Journal of Special Education Technology ◽

10.1177/016264348300600302 ◽

1983 ◽

Vol 6 (3) ◽

pp. 5-12 ◽

Cited By ~ 16

Author(s):

T. F. McLaughlin

Keyword(s):

Academic Performance ◽

The Self ◽

Long Term Effects ◽

School Students ◽

Behaviorally Disordered ◽

Baseline Design ◽

Task Behavior ◽

On Task Behavior ◽

Academic Responding

The purpose of the present study was to examine the immediate and long term effects of self-recording for on-task responding. Data were taken for both on-task and accuracy of performance in handwriting, spelling, and math with three behaviorally disordered elementary school students. The effects of self-recording were evaluated in a multiple-baseline design across subject-matter areas. The overall results revealed an increase in both on-task and academic performance when the students self-recorded their own on-task behavior. Only one pupil decreased his academic performance over that noted in baseline. Follow-up data taken during the first, second, and third school years yielded rates of on-task behavior over that of baseline, but not at the levels found in the self-recording condition. The practical aspects of the self-recording procedure were discussed.

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Self-Monitoring of Attention versus Self-Monitoring of Performance: Effects on Attention and Academic Performance

Council review ◽

10.1177/001440299306000104 ◽

1993 ◽

Vol 60 (1) ◽

pp. 29-40 ◽

Cited By ~ 50

Author(s):

Robert Reid ◽

Karen R. Harris

Keyword(s):

Learning Disabilities ◽

Academic Performance ◽

Academic Outcomes ◽

Students With Learning Disabilities ◽

Self Monitoring ◽

Task Behavior ◽

Spelling Achievement ◽

Student Interviews ◽

Performance Effects ◽

On Task Behavior

This study compared the effects of two types of self-monitoring on attention and academic performance. Twenty-eight students with learning disabilities were taught a spelling study procedure (SSP), followed by instruction in self-monitoring of performance (SMP) and self-monitoring of attention (SMA). Results showed that on-task behavior was significantly higher in both SMA and SMP than in SSP. Number of correct practices was significantly higher in SMP than in SSP. Spelling achievement was significantly lower in SMA than in SSP, and spelling maintenance was significantly lower in SMA than in SSP and SMP. Student interviews indicated that SMA is experienced as intrusive. The type of self-monitoring used may have direct, significant effects on academic outcomes; there does not appear to be a “best” method of self-monitoring for all students on all tasks.

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The Effects of Self-Monitoring of Academic Accuracy and Productivity on the Performance of Students with Behavioral Disorders

Behavioral Disorders ◽

10.1177/019874299301800401 ◽

1993 ◽

Vol 18 (4) ◽

pp. 241-250 ◽

Cited By ~ 62

Author(s):

Sonya C. Carr ◽

Rebecca P. Punzo

Keyword(s):

Academic Performance ◽

Behavioral Disorders ◽

Emotionally Disturbed ◽

Male Students ◽

Behaviorally Disordered ◽

Self Monitoring ◽

Baseline Design ◽

Task Behavior ◽

Monitoring Procedure ◽

On Task Behavior

The purpose of this study was to investigate the effects of a self-monitoring of academic accuracy and productivity procedure on the academic performance and on-task behavior of three male students classified as behaviorally disordered/emotionally disturbed. Students were taught to self-monitor in each of three successive academic areas: reading, mathematics, and spelling. A multiple baseline design was used to assess the effectiveness of the intervention. Students made gains in academic accuracy, productivity, and on-task behavior and improvements were observed across all subject areas. The results of this study indicate that the self-monitoring procedure can be used effectively in special education classes for students with behavioral disorders to enhance academic performance and to support on-task behavior.

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Interdependent Group Rewards: Rewarding On-Task Behavior Versus Academic Performance in an Eighth-Grade Classroom Serving Students With Emotional and Behavioral Disorders

Behavioral Disorders ◽

10.1177/0198742920934006 ◽

2020 ◽

pp. 019874292093400

Author(s):

Caroline M. Jaquett ◽

Christopher H. Skinner ◽

Tara Moore ◽

Kyle Ryan ◽

Merilee McCurdy ◽

...

Keyword(s):

Academic Performance ◽

Disruptive Behavior ◽

Eighth Grade ◽

Future Research ◽

Percent Correct ◽

Alternating Treatments Design ◽

Task Behavior ◽

Interdependent Group Contingencies ◽

Eighth Grade Students ◽

On Task Behavior

An alternating treatments design was used to evaluate and compare the effects of two interdependent group contingencies on the academic performance, on-task behavior, and disruptive behavior of eighth-grade students in a social studies class. All students were enrolled in a self-contained alternative school for students with behavior problems. Delivering rewards contingent upon participants’ average percent correct enhanced on-task behavior and percent correct on independent seatwork assignments; however, delivering rewards contingent upon participants’ on-task behavior yielded more consistent and larger increases in percent correct and on-task behavior. Neither group contingency resulted in consistent or meaningful changes in disruptive behavior. Theoretical and applied implications related to direct and indirect effects of interdependent group rewards are discussed along with directions for future research.

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