Sleepiness, on-task behavior and attention in children with epilepsy who visited a school for special education: A comparative study

2009 ◽  
Vol 30 (6) ◽  
pp. 1428-1434 ◽  
Author(s):  
Robert Didden ◽  
Jan M.H. de Moor ◽  
Hubert Korzilius
Keyword(s):  
Special Education ◽  
Comparative Study ◽  
Task Behavior ◽  
On Task Behavior

Free Time as a Reinforcer for on-Task Behavior in a Special Education Classroom

1981 ◽  
Vol 48 (2) ◽  
pp. 369-370 ◽  
Author(s):  
J. V. Couch ◽  
T. H. Clement
Keyword(s):  
Special Education ◽  
Mentally Retarded ◽  
Free Time ◽  
Task Behavior ◽  
On Task Behavior ◽  
Trainable Mentally Retarded

Within the last decade numerous studies have demonstrated the effectiveness of structuring contingencies within the classroom to support desired behaviors by pupils. In the present study, free time was made contingent upon consistent on-task behavior for three trainable mentally retarded boys. Differences between baseline and contingency data showed a positive increase in on-task behavior.

Comparative study on inclusive and special education curricula in Hungary

2008 ◽  
Vol 52 (-1) ◽  
pp. 16-22 ◽  
Author(s):  
Szilvia Gita ◽  
Jozsef Bognar ◽  
Katalin Kalbli ◽  
Laszlo Dorogi
Keyword(s):  
Special Education ◽  
Comparative Study

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were maintained during two subsequent phases in which external components of the self-monitoring procedure were withdrawn.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