Effects of the Color Wheel System on Students With Disabilities in Inclusion Classrooms

2021 ◽  
pp. 014544552098813
Author(s):  
Kathleen B. Aspiranti
Keyword(s):  
Students With Disabilities ◽  
Behavior Management ◽  
Classroom Behavior ◽  
Visual Analysis ◽  
Future Research ◽  
Baseline Design ◽  
Inclusion Classrooms ◽  
Color Wheel ◽  
Task Behavior ◽  
On Task Behavior

The Color Wheel System (CWS) is a class-wide, rule-based, behavior management strategy that incorporates multiple sets of classroom rules to provide specific behavioral expectations for different classroom activities. This study used the CWS within three inclusion classrooms to evaluate improvements of classroom behavior for students with disabilities. A multiple-baseline design across classrooms evaluated the effects of the CWS on on-task behavior for three students with identified disabilities in each classroom. Momentary time-sampling was used to record on-task behavior, which was operationally defined as eyes on teacher or work or following teacher instructions. Visual analysis of time-series graphs and nonoverlap of all pairs (NAP) measures suggested the CWS caused immediate, large, and sustained increases in on-task behavior for students with disabilities when data are aggregated by classroom. However, individual changes in on-task behavior were variable across students. Implications for using the CWS as part of a class-wide behavioral prevention program and directions for future research are discussed.

Evaluating the Effect of Positive Parent Contact on Elementary Students’ On-Task Behavior

2020 ◽  
Vol 22 (4) ◽  
pp. 234-245
Author(s):  
Sarah A. Fefer ◽  
Meme Hieneman ◽  
Caitlin Virga ◽  
Ashley Thoma ◽  
Marina Donnelly
Keyword(s):  
Classroom Behavior ◽  
Visual Analysis ◽  
Behavioral Approach ◽  
Parent Communication ◽  
Baseline Design ◽  
Teacher Student ◽  
Task Behavior ◽  
Behavioral Supports ◽  
On Task Behavior ◽  
Parent Contact

Family–school partnership has consistently been associated with positive student outcomes. Unfortunately, efforts to engage parents are often demanding, with limited planning around reinforcement needed to sustain participation. The study purpose was to evaluate a behavioral approach to enhance teacher–parent communication and improve student on-task classroom behavior. Positive Parent Contact (PPC) required teachers to recognize positive behavior of a student identified for additional behavioral supports and report positive incidents to parents through two weekly emails. A multiple-baseline design was used with five participant triads (teacher, student, and parent) from two elementary schools. Visual analysis and descriptive statistics showed increased on-task behavior based on observations conducted during challenging classroom routines. Non-overlap of all pairs’ effects ranged from .67 to .90, with a combined effect of .75 (Hedges g). Results suggest that PPC improved on-task classroom behavior, and reciprocal parent–teacher communication was enhanced. Parents and teachers reported that PPC was feasible and acceptable. Limitations and implications are discussed.

Implementing Positive Behavior Support Within Preschool Settings: Group Functional Assessment and CW-FIT

2020 ◽  
Vol 22 (3) ◽  
pp. 167-180
Author(s):  
Dearbhaile Mahon ◽  
Ciara Gunning ◽  
Jennifer Holloway ◽  
Helena Lydon
Keyword(s):  
Social Skills ◽  
Classroom Management ◽  
Problem Behavior ◽  
Visual Analysis ◽  
Training Group ◽  
Skills Training ◽  
Baseline Design ◽  
Management Interventions ◽  
Task Behavior ◽  
On Task Behavior

Preschool is an important educational setting for child development, and problem behavior is a prevalent barrier within this setting. Preschool teachers have expressed the need for evidence-based classroom management interventions to address problem behavior. Class-Wide Function-Related Intervention Teams (CW-FIT) is an intervention that incorporates social skills training, group contingencies, and reinforcement to address problem behavior within classrooms. This intervention has been found to be socially valid by teachers and children, and effective in increasing children’s engagement, decreasing problems/problem behavior in elementary, kindergarten, and first- and second-grade classrooms. The aim of the current study was to evaluate a modified CW-FIT as an effective strategy to address problem behavior within two community preschools in Ireland across three preschool classes with 32 children. A multiple-baseline design across groups was employed to evaluate the outcomes, with measures of generalization and maintenance (for one group) also taken. Visual analysis of data revealed an increase in the children’s on-task behavior and social skills as well as a decrease in children’s problem behavior within these settings. Generalization (across all three groups) and maintenance (across one group) of these findings for on-task behavior and problem behavior were also observed. Social validity measures showed that teachers rated the intervention as socially acceptable.

Videotape Feedback as a Behavior Management Technique

1983 ◽  
Vol 9 (1) ◽  
pp. 55-59 ◽  
Author(s):  
Sharon R. Booth ◽  
Doreen Ward Fairbank
Keyword(s):  
Behavior Management ◽  
Classroom Behavior ◽  
Self Control ◽  
Management Technique ◽  
Single Subject ◽  
Feedback Intervention ◽  
Task Behavior ◽  
Videotape Feedback ◽  
The Subject ◽  
On Task Behavior

The effectiveness of videotape feedback, as a procedure for increasing on-task behavior in a 9-year-old emotionally disturbed male, was investigated in the present study. The experimental design employed was an ABAB single subject design. Through baseline (A) and intervention (B) phase, 30 minutes of classroom behavior during a structured activity were videotaped at the same time each day. On-task and off-task behaviors from each videotaped session time were rated by trained observers for each experimental phase. The subject did not receive any feedback on his behavior during baseline (A) phases. During intervention (B) phases teacher and subject concurrently viewed a 10-minute sample of the videotape immediately following each daily videotaped session. While observing the videotape the subject recorded his own behavior. Data revealed low rates of on-task behavior during the initial baseline (A) phases. Only after introduction of the videotape feedback intervention (B) phase did the frequency of on-task behavior increase. A decrease in on-task behavior occurred with reinstatement of baseline (A) conditions. Treatment gains were partially recovered during reinstatement of videotape feedback intervention (B). Results of the present study are discussed in terms of the utility of videotape feedback as a classroom behavior management technique. Implications for self-control and further research directions are also proposed.

Effects of School-Home Communication With Parent-Implemented Reinforcement on Off-Task Behavior for Students With ASD

2019 ◽  
Vol 57 (2) ◽  
pp. 95-111 ◽  
Author(s):  
Samantha E. Goldman ◽  
Kelli A. Sanderson ◽  
Blair P. Lloyd ◽  
Erin E. Barton
Keyword(s):  
Single Case ◽  
Autism Spectrum ◽  
Future Research ◽  
Single Case Design ◽  
Design Standards ◽  
Baseline Design ◽  
Functional Relations ◽  
Task Behavior ◽  
Students With Autism ◽  
Spectrum Disorders

AbstractSchool-home communication is highly valued for parents of students with autism spectrum disorders (ASD) and other developmental disabilities. However, parents report poor communication as a common barrier to developing partnerships with schools. Using a multiple baseline design, we evaluated the effects of a school-home note intervention with parent-implemented reinforcement for decreasing off-task behavior of students with ASD at school. We also evaluated social validity (i.e., feasibility and acceptability) of the intervention and outcomes. Only two of the four participants showed clear behavior change, which precluded the demonstration of functional relations. However, all participating parents and teachers reported the school-home note and parent-implemented contingent reinforcement were highly feasible and acceptable, and indicated positive outcomes relating to improved family-school partnership and communication. Findings of this study, which meets single-case design standards and quality indicators, are discussed in terms of future research and practice.

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.

Effects of Self-Recording on High-School Students' on-Task Behavior

1987 ◽  
Vol 10 (3) ◽  
pp. 203-213 ◽  
Author(s):  
Deborah W. Blick ◽  
David W. Test
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Disabled ◽  
Behavior Changes ◽  
School Students ◽  
Self Monitoring ◽  
Baseline Design ◽  
Emotionally Handicapped ◽  
Task Behavior ◽  
On Task Behavior

Twelve mildly handicapped (9 learning disabled, 2 educable mentally handicapped, and 1 emotionally handicapped) high-school students served as subjects in a study conducted to determine the effects of self-monitoring and recording on student on-task performance. Although only four students from three classes were targeted for data collection, all students in each class were taught how to self-monitor and record —first in the presence of audible cues and later independently as audible cues were faded. A multiple-baseline design across groups revealed a functional relationship between the intervention and increased on-task behavior. Changes were maintained as audible cues were faded. In addition, student accuracy data showed a relationship between increased on-task behavior and accurate self-recording. Anecdotal data indicated that students' academic performance improved in both training and nontraining settings.

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.

Promoting Expressive Writing among Students with Emotional and Behavioral: Disturbance via Dialogue Journals

2005 ◽  
Vol 31 (1) ◽  
pp. 33-50 ◽  
Author(s):  
Kelley S. Regan ◽  
Margo A. Mastropieri ◽  
Thomas E. Scruggs
Keyword(s):  
Student Satisfaction ◽  
Expressive Writing ◽  
Visual Analysis ◽  
Randomization Test ◽  
Future Research ◽  
Time On Task ◽  
Behavioral Disturbance ◽  
Dialogue Journals ◽  
Behavioral Issues ◽  
Baseline Design

Written dialogue journals are intended to improve writing and encourage positive social skills by promoting individualized written discussions between a teacher and students' emotional and behavioral needs. This study investigated expressive writing using dialogue journals with five elementary students with emotional and behavioral disturbance (EBD), using a multiple baseline design across baseline, intervention, maintenance, and generalization phases. Students were randomly assigned to treatment order to meet randomization test assumptions. Baseline data were collected from student responses to traditional writing prompts. Individualized dialogue journals, in which students and teachers communicated daily to observed social behavioral issues, were implemented for the duration of the intervention. Dependent measures included student attention to task, length and quality of student written entries, and a student satisfaction survey. Visual analysis indicated an increase in time on task for all participants, and an increase in length of writing and writing quality for four of the five participants. Randomization tests applied to these data yielded significant results for all writing measures. In addition, survey results suggested that participants regarded the dialogue journals with mild satisfaction overall. Implications for future research are discussed.

Enhancing On-Task Behavior in Fourth-Grade Students Using a Modified Color Wheel System

2012 ◽  
Vol 28 (1) ◽  
pp. 37-58 ◽  
Author(s):  
Carolyn Blondin ◽  
Christopher Skinner ◽  
John Parkhurst ◽  
Allison Wood ◽  
Jamie Snyder
Keyword(s):  
Fourth Grade ◽  
Color Wheel ◽  
Task Behavior ◽  
Fourth Grade Students ◽  
On Task Behavior
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