The Effects of Feedback and Positive Reinforcement On the On-Task Behavior of Dancers

Disruptive student behavior, a common concern for teachers, presents particular challenges for those who teach art. Class-Wide Function-Related Intervention Teams (CW-FIT) is a multitiered intervention for implementing effective classroom management strategies aligned with schoolwide positive behavior interventions and supports. CW-FIT has proven effective in general education classrooms, with its emphasis on social skills instruction, teacher praise, group contingency, and positive reinforcement. This first study of CW-FIT implementation in elementary art classrooms examined its effects on student on-task behavior. The researchers used a single-subject (AB) design in one classroom and reversal designs (ABAB) in two classrooms. Results indicated student on-task behavior significantly improved, and the teacher was able to implement CW-FIT with fidelity as well as increase her praise-to-reprimand ratios. Both teacher and students found the intervention to be socially valid. Study implications and limitations are discussed.

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Teacher Feedback Intervention, Motor-on-Task Behavior, and Successful Task Performance

Journal of Teaching in Physical Education ◽

10.1123/jtpe.9.2.123 ◽

1990 ◽

Vol 9 (2) ◽

pp. 123-139 ◽

Cited By ~ 7

Author(s):

Bevan C. Grant ◽

Keith D. Ballard ◽

Ted L. Glynn

Keyword(s):

Student Achievement ◽

Physical Education ◽

Task Performance ◽

Research Design ◽

Student Behavior ◽

Multiple Baseline ◽

Task Behavior ◽

On Task Behavior ◽

Effects Of Feedback ◽

Learning Trials

A multiple baseline research design across teachers was used to evaluate the effects of feedback to teachers of behavioral data gathered in baseline lessons. Two teachers received such feedback while a third teacher served as a control. Both teachers who received feedback increased the amount of time students spent in motor-on-task behavior (+15%). Increases in motor-on-task behavior did not occur at the expense of any other student behavior. While this increase provided the students with more learning trials, only one of the two intervention teachers was able to increase the percentage of success of all student achievement groups when performing the learning trials. There were no substantial differences in student behavior between the three classes taught by the teacher who did not receive feedback. The study showed that although there were considerable differences in how physical education lessons were implemented, the two intervention teachers were able to respond to feedback and to modify their lessons so that the amount of student participation was increased.

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Improving Student Behavior in Middle School Art Classrooms: Initial Investigation of CW-FIT Tier 1

Journal of Positive Behavior Interventions ◽

10.1177/1098300719864704 ◽

2019 ◽

Vol 22 (1) ◽

pp. 38-50

Author(s):

Kimberly D. Monson ◽

Paul Caldarella ◽

Darlene H. Anderson ◽

Howard P. Wills

Keyword(s):

Middle School ◽

Classroom Management ◽

Positive Reinforcement ◽

Single Subject ◽

Teacher Praise ◽

Initial Investigation ◽

Task Behavior ◽

On Task Behavior ◽

Art Classrooms ◽

Middle School Art

Classroom management is commonly challenging in middle schools. Class-wide function-related intervention teams (CW-FIT) is a multitiered intervention designed to decrease problem behaviors at the classroom level. It is comprises evidence-based practices such as teaching classroom expectations, increasing teacher praise, and using positive reinforcement in an interdependent group contingency. CW-FIT has shown promise in a variety of school settings, but it has not been tested in middle school art classrooms. This initial investigation examined the effects of CW-FIT using a single-subject ABAB design in two middle school art classrooms. Results indicated that class on-task behavior increased by more than 25% and teacher praise-to-reprimand ratios more than doubled during CW-FIT implementation compared with baseline levels. Results also indicated that on-task behavior for students identified as at risk for behavioral disorders improved by more than 18% during the intervention. Teachers and students found the intervention to be socially valid. Resulting implications were promising for using CW-FIT in other middle school art classrooms.

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The direct and indirect effects of positive reinforcement on on-task behavior

Behavior Therapy ◽

10.1016/s0005-7894(81)80108-6 ◽

1981 ◽

Vol 12 (1) ◽

pp. 80-92 ◽

Cited By ~ 4

Author(s):

L. Adlai Boyd ◽

William S. Keilbaugh ◽

Saul Axelrod

Keyword(s):

Indirect Effects ◽

Positive Reinforcement ◽

Direct And Indirect Effects ◽

Task Behavior ◽

On Task Behavior

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PENERAPAN TEKNIK SHAPING UNTUK MENINGKATKAN DURASI PERILAKU ON-TASK ANAK DENGAN MASALAH ATENSI

JURNAL PSIKOLOGI INSIGHT ◽

10.17509/insight.v4i1.24636 ◽

2020 ◽

Vol 4 (1) ◽

pp. 15-31

Author(s):

Rahmatika Septina Chairunnisa ◽

Cut Nurul Kemala

Keyword(s):

Positive Reinforcement ◽

Intervention Program ◽

Single Subject ◽

Single Subject Design ◽

Academic Tasks ◽

Attention Problem ◽

Shaping Technique ◽

Task Behavior ◽

Subject Design ◽

On Task Behavior

The aim of this study was to examine the effectiveness of the application of shaping technique with positive reinforcement, prompting, and fading technique in increasing the duration of on task-behavior in children with attention problem. The participant was AR, a 6- year-1-month-old boy who showed some behavior criteria or description of attentional disorder in interactive disorder category (ICDL-DMIC, 2005). The design in this study was a single-subject design with A-B type. The observer used a continuous recording method to measure the duration of on-task and off-task behavior when the child was working on some grade-1-level academic tasks. The result showed longer on-task behavior duration at the end of the intervention program.

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