Effects of an Individual Contingency on Behaviorally Disordered Students in Physical Education

1985 ◽  
Vol 2 (2) ◽  
pp. 127-135 ◽  
Author(s):  
Kathy Jeltma ◽  
E. William Vogler
Keyword(s):  
Time Series ◽  
Physical Education ◽  
Disruptive Behavior ◽  
Education Program ◽  
Behavioral Strategy ◽  
Older Students ◽  
Behaviorally Disordered ◽  
Task Behavior ◽  
Series Design ◽  
On Task Behavior

An A-B-A-B time series design was used to determine the effects of an individual contingency system in decreasing inappropriate and disruptive behavior of behaviorally disordered students in a physical education setting. Nine students (ages 8-13 years) participated in a 4-week physical education program in which response cost procedures (loss of free time) were systematically administered to individuals who did not follow class rules. Results indicated that during treatment and replication of treatment, the on-task behavior of all students improved from 44.0% to 69.1% and 38.1% to 71.6%, respectively. Older students appeared more responsive to treatment than younger students. Individually, three of five younger students (mean age 9.4 years) and all four older students (mean age 12.2 years) responded favorably to treatment. The study demonstrates that an individual contingency can be an effective behavioral strategy in modifying disruptive behavior which normally prevents these students from participation in physical education. In addition, younger as well as older students benefit from the approach, but not all individuals within this group responded favorably.

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.

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

1983 ◽  
Vol 6 (3) ◽  
pp. 5-12 ◽  
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.

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

1990 ◽  
Vol 9 (2) ◽  
pp. 123-139 ◽  
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.

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

1993 ◽  
Vol 18 (4) ◽  
pp. 241-250 ◽  
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.

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

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.

Effects of Middle School Teachers’ Praise-to-Reprimand Ratios on Students’ Classroom Behavior

2021 ◽  
pp. 109830072110351
Author(s):  
Paul Caldarella ◽  
Ross A. A. Larsen ◽  
Leslie Williams ◽  
Howard P. Wills
Keyword(s):  
Middle School ◽  
At Risk ◽  
Disruptive Behavior ◽  
Middle School Teachers ◽  
Classroom Behavior ◽  
School Teachers ◽  
Students At Risk ◽  
Research Attention ◽  
Task Behavior ◽  
On Task Behavior

Middle school teachers frequently struggle with positively managing student behavior. However, praise-to-reprimand ratios (PRRs) have received little research attention. PRRs studied in elementary school have been positively associated with improvements in on-task and prosocial behavior, but limited research has been conducted on optimal PRRs in middle schools. We conducted this study in the context of a randomized control trial of Class-wide Function-related Intervention Teams Middle School (CW-FIT MS) to isolate the effects of one of the main components of the intervention, PRR. After controlling for the intervention, we examined the effects of PRRs in 28 middle school classrooms on (a) class-wide on-task behavior, (b) on-task behavior of students at risk for emotional and behavioral disorders (EBD), and (c) disruptive behavior of students at risk for EBD. Multivariate regressions revealed a statistically significant linear relationship between middle school PRRs and the variables of interest: As PRRs increased, on-task behavior of the entire class improved, on-task behavior and grades of students at risk for EBD increased, and disruptive behavior of students at risk for EBD decreased. We discuss the implications of our findings and suggest areas for future research.

The Effects of Three Teacher Supervision Patterns on Student On-Task and Skill Performance in Secondary Physical Education

1995 ◽  
Vol 14 (2) ◽  
pp. 179-197 ◽  
Author(s):  
Mary Jo Sariscsany ◽  
Paul W. Darst ◽  
Hans van der Mars
Keyword(s):  
Physical Education ◽  
Junior High School ◽  
Teacher Supervision ◽  
Alternating Treatments Design ◽  
Task Behavior ◽  
Skill Performance ◽  
Specific Skill ◽  
Practice Trials ◽  
On Task Behavior ◽  
High School Males

This study sought to determine the effects of three teacher supervision patterns on student on-task and practice skill behavior. Three experienced physical education instructors and 3 off-task junior high school males served as subjects. An alternating treatments design was used to study the on-task behavior, total practice trials and appropriate practice trials under three supervision patterns: (a) close with feedback, (b) distant with feedback, and (c) distant with no feedback. Under the active supervision patterns (with feedback), teachers issued specific skill feedback to target students at a minimum of 0.5 per minute. Findings indicated that when the treatments were successfully implemented, (a) the percentage of on-task behavior was significantly higher during active supervision for two target students and (b) mixed results were produced for total practice trials and appropriate practice trials across all three treatments.

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