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.

Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1

2018 ◽  
Vol 20 (4) ◽  
pp. 227-238 ◽  
Author(s):  
Melanie A. Nelson ◽  
Paul Caldarella ◽  
Blake D. Hansen ◽  
Mark A. Graham ◽  
Leslie Williams ◽  
...  
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Positive Reinforcement ◽  
Student Behavior ◽  
Management Strategies ◽  
Single Subject ◽  
Classroom Management Strategies ◽  
Task Behavior ◽  
On Task Behavior ◽  
Art Classrooms

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.

Self-Monitoring of Attention as a Treatment for a Learning Disabled Boy's Off-Task Behavior

1979 ◽  
Vol 2 (3) ◽  
pp. 24-32 ◽  
Author(s):  
Daniel P. Hallahan ◽  
John Lloyd ◽  
Marianne Myron Kosiewicz ◽  
James M. Kauffman ◽  
Anne W. Graves
Keyword(s):  
Response Rate ◽  
Learning Disabled ◽  
Multiple Baseline ◽  
Self Monitoring ◽  
Task Behavior ◽  
Treatment Conditions ◽  
External Reinforcement ◽  
The Subject ◽  
On Task Behavior ◽  
High Level

A 7-year, 11-month-old, learning disabled boy with attentional problems was taught to self-monitor his on- and off-task behavior by using an audiotape recorder to cue his self-recording. Using a combination of multiple baseline across responses (handwriting and math) and reversal designs, on-task behavior increased dramatically under treatment conditions for both handwriting and math. Academic response rate also increased for handwriting and, especially, math. In an attempt to “wean” the child from possible reliance on the external (tape recorder) signal to self-record, two other treatment conditions were added. The subject was first instructed to self-record without the aid of tape-recorded signals; then, self-recording was discontinued and he was simply to praise himself for being on task. Both conditions led to high levels of on-task behavior and academic output. A one-month followup for math after the experiment found a continued high level of on-task behavior. The relative efficacy of external reinforcement treatments versus more cognitively based approaches such as self-monitoring is discussed.

scholarly journals Inattentive responding can induce spurious associations between task behavior and symptom measures

2021 ◽  
Author(s):  
Samuel Zorowitz ◽  
Yael Niv ◽  
Daniel Bennett
Keyword(s):  
Task Performance ◽  
Research Design ◽  
Psychiatric Symptom ◽  
Psychiatric Symptoms ◽  
Ground Truth ◽  
Self Report ◽  
Psychiatric Research ◽  
Future Research ◽  
Screening Methods ◽  
Task Behavior

A common research design in the field of computational psychiatry involves leveraging the power of online participant recruitment to assess correlations between behavior in cognitive tasks and the self-reported severity of psychiatric symptoms in large, diverse samples. Although large online samples have many advantages for psychiatric research, some potential pitfalls of this research design are not widely understood. Here we detail circumstances in which entirely spurious correlations may arise between task behavior and symptom severity as a result of inadequate screening of careless or low-effort responding on psychiatric symptom surveys. Specifically, since many psychiatric symptom surveys have asymmetric ground-truth score distributions in the general population, participants who respond carelessly on these surveys will show apparently elevated symptom levels. If these participants are similarly careless in their task performance, and are not excluded from analysis, this may result in a spurious association between greater symptom scores and worse behavioral task performance. Here, we demonstrate exactly this pattern of results in N = 386 participants recruited online to complete a self-report symptom battery and a short reversal-learning choice task. We show that many behavior-symptom correlations are entirely abolished when participants flagged for careless responding on surveys are excluded from analysis. We also show that exclusion based on task performance alone is not sufficient to prevent these spurious correlations. Of note, we demonstrate that false-positive rates for these spurious correlations increase with sample size, contrary to common assumptions. We offer guidance on how researchers using this general experimental design can guard against this issue in future research; in particular, we recommend the adoption of screening methods for self-report measures that are currently uncommon in this field.

Changes in Peer Verbalizations Accompanying Individual and Group Contingencies to Modify On-Task Behavior

1976 ◽  
Vol 43 (3_suppl) ◽  
pp. 1155-1162 ◽  
Author(s):  
Richard E. Shores ◽  
Tony Apolloni ◽  
Charles W. Norman
Keyword(s):  
Task Performance ◽  
Group Contingency ◽  
Group Contingencies ◽  
Task Behavior ◽  
On Task Behavior ◽  
The Individual ◽  
Behavior Disordered

Group and individual contingency arrangements were alternately applied to modify the on-task performance of 5 behavior-disordered children. Concurrent records were maintained regarding the children's task-relevant (facilitating) and non-task-relevant (inhibiting) verbalizations to peers. Both contingency arrangements were effective for controlling the children's on-task behavior while only the group contingency was associated with changes in their verbalizations. Specifically, the group contingency, as compared to the baseline and the individual contingency, was accompanied by a significant increase in facilitating verbalizations by peers. Moreover, the group contingency, in relation to the baseline but nor the individual contingency, resulted in significantly fewer inhibiting verbalizations. The individual contingency did not affect either facilitating or inhibiting verbalizations of peers.

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.

Effects of Curricular and Materials Modifications on Academic Performance and Task Engagement of Three Students with Emotional or Behavioral Disorders

2003 ◽  
Vol 28 (2) ◽  
pp. 130-149 ◽  
Author(s):  
Kerrie A. Miller ◽  
Philip L. Gunter ◽  
Martha L. Venn ◽  
John Hummel ◽  
Larry P. Wiley
Keyword(s):  
Behavioral Disorders ◽  
Task Engagement ◽  
Multiple Baseline ◽  
Positive Effects ◽  
Task Behavior ◽  
On Task Behavior ◽  
Academic Responding ◽  
Written Assignments ◽  
And Task ◽  
Emotional Or Behavioral Disorders

Effects of two curricular and materials modifications on the on-task behavior and correct academic responding of three elementary-aged students identified with emotional or behavioral disorders (E/BD) were evaluated in two separate studies. In the first study, an ABA design revealed little difference in the students’ correct responding or on-task behavior when a function (writing a letter) was provided for written assignments. When a model for correct responding was added to the conditions, correct responding and on-task behavior increased for all students in both the functional and nonfunctional activities. In the second study, a multiple-baseline-across-students revealed only limited positive effects for on-task behavior when arithmetic assignments were shortened; effects were enhanced for two of the students when a model for correct responding was added to the shortened assignment modification. Results are discussed in terms of continuing research needed in the area of curricular and materials modifications for students with E/BD.

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