Using Classroom Clickers to Increase Academic Engagement for Elementary School–Aged Students With Disabilities

2021 ◽  
pp. 016264342110044
Author(s):  
Tiffany Watson ◽  
Brian Berry
Keyword(s):  
Student Engagement ◽  
Students With Disabilities ◽  
Teaching And Learning ◽  
Elementary Classrooms ◽  
Classroom Technology ◽  
Student Response ◽  
Multiple Baseline ◽  
Critical Feature ◽  
Task Behavior ◽  
On Task Behavior

Student engagement is a critical feature to the teaching and learning dynamic that takes place in the classroom. Technology is often used as a means for increasing student engagement, and Student Response Technology (SRT), where students use handheld clickers to respond during classroom instruction, is one form of technology used to do this. The current study examined the effect of SRT on student engagement in elementary classrooms for students with disabilities. A multiple baseline across participants design was used to measure student engagement across several areas, including rate of participation and on-task behavior. Both visual and statistical analysis yielded a relationship between use of SRT and two areas of engagement: student’s participation and on-task behavior.

A Comparison of In-Vivo and Videoconference Momentary Time Sampling Observations of On-Task Behavior

2018 ◽  
Vol 45 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Aaron J. Fischer ◽  
Evan H. Dart ◽  
Erica Lehman ◽  
Ben Polakoff ◽  
Sarah J. Wright
Keyword(s):  
Service Providers ◽  
Student Response ◽  
High Stakes ◽  
Reliability Indices ◽  
Momentary Time Sampling ◽  
School Based ◽  
Task Behavior ◽  
On Task Behavior ◽  
Time Required

Systematic direct observation (SDO) is frequently used in schools to document student response to evidence-based interventions, determine eligibility for special education services, and provide objective data during high-stakes decisions. However, there are several limitations associated with this widely used data collection tool including a shortage of service providers available to implement it and the significant travel time required for itinerant personnel. Using videoconferencing (VC) software to aid in the implementation of SDO is an intuitive application of technology that stands to increase the feasibility and efficiency with which SDO can be utilized in research and practice. The purpose of this study was to evaluate the reliability and equivalence of the results generated from two modes of SDO, traditional in-vivo SDO and SDO conducted through VC software. The results suggest that VC SDO produces estimates of student on-task behavior that are practically equivalent (i.e., ±3%) to estimates generated through traditional SDO. Furthermore, two frequently used reliability indices indicate that VC SDO results are adequately reliable against traditional in-vivo SDO. Implications for school-based practice 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.

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.

Increasing Active Engagement

2018 ◽  
Vol 33 (3) ◽  
pp. 207-216 ◽  
Author(s):  
Melinda Jones Ault ◽  
Channon K. Horn
Keyword(s):  
Student Response ◽  
Mobile Technologies ◽  
High Tech ◽  
Active Engagement ◽  
Response Cards ◽  
Student Response Systems ◽  
Task Behavior ◽  
Response Systems ◽  
On Task Behavior ◽  
Academic Responding

The use of response cards is a research-based strategy to increase active engagement, on-task behavior, and academic responding. With new and affordable mobile technologies, teachers now have access to a host of high-tech digital student response systems to increase engagement. This article describes the logistical, management, and pedagogical considerations for teachers using such systems. This article provides guidelines for teachers when planning, implementing, and monitoring the use of student response systems. A classroom example is provided along with data sheets and a graphing system to use when collecting data and evaluating effectiveness. This article also provides a table of digital student response systems including their descriptions and features.

scholarly journals Engaging students on their devices with Mentimeter

2018 ◽  
Vol 11 (2) ◽  
Author(s):  
Kat Sarah Anne Vallely ◽  
Poppy Gibson
Keyword(s):  
Student Engagement ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Student Response ◽  
Education Department ◽  
Online Student ◽  
Advantages And Disadvantages ◽  
Interesting Insight ◽  
Response Systems ◽  
Teacher Education Department

This technology review shares an interesting insight into snapshot cases of the online student voting tool ‘Mentimeter’ (MM) used with students in the Teacher Education Department. The use of MM in both lectures and seminars is presented along with three illustrative screenshots. Advantages and disadvantages of MM are discussed, with reference to recent literature about student engagement. The authors’ ideas for future plans with the tool are shared, with the hope of inspiring other HE colleagues to trial or further integrate MM into lectures and seminars, in order to promote student engagement and enhance the teaching and learning experience for all. Key words: Mentimeter, mobile devices, Student Response Systems, voting tool    

scholarly journals IEngage: Using Technology to Enhance Students’ Engagement in a Large Classroom

2017 ◽  
Vol 10 (1) ◽  
pp. 11 ◽  
Author(s):  
Sukanlaya Sawang ◽  
Peter O'Connor ◽  
Muhammad Ali
Keyword(s):  
Student Engagement ◽  
Undergraduate Students ◽  
Classroom Technology ◽  
Student Response ◽  
Student Response System ◽  
First Year ◽  
Actual Use ◽  
Intent To Use ◽  
Classroom Technology Integration ◽  
The Relationship

<p class="JLDAbstract">This paper aims to answer how we can increase students’ engagement in a large class. We hypothesised that the use of KeyPad, an interactive student response system, can lead to enhanced student engagement in a large classroom.  We tested a model of classroom technology integration enhancing the students’ engagement among first year undergraduate students (n=131).  This study provides evidence of significant effect of positive attitude and social pressure on the intent to use KeyPads. In turn, the intent to use KeyPads leads to the actual use of KeyPads which is directly associated with the level of student engagement. In addition, we find evidence for the relationship between extraversion and level of engagement such that compared to extrovert students, introvert students felt more engaged.</p>

scholarly journals Physically Active Lessons Improve Lesson Activity and On-Task Behavior: A Cluster-Randomized Controlled Trial of the “Virtual Traveller” Intervention

2018 ◽  
Vol 45 (6) ◽  
pp. 945-956 ◽  
Author(s):  
Emma Norris ◽  
Sandra Dunsmuir ◽  
Oliver Duke-Williams ◽  
Emmanuel Stamatakis ◽  
Nicola Shelton
Keyword(s):  
Physical Activity ◽  
Student Engagement ◽  
Controlled Trial ◽  
Interactive Whiteboards ◽  
Physically Active ◽  
Randomized Controlled ◽  
Task Behavior ◽  
School Day ◽  
On Task Behavior ◽  
Cluster Randomized

Background. Physically active lessons have not often been assessed with randomized controlled trials. Aims. Evaluate the effects of the “Virtual Traveller” (VT) intervention delivered using classroom interactive whiteboards on physical activity, on-task behavior, and student engagement. Methods. Participants were 219 children aged 8 to 9 years from 10 schools in Greater London, assessed in a cluster-randomized controlled trial between March 2015 and May 2016. For 6 weeks, intervention children received 10-minute VT sessions three times a week during math and English lessons (VT group: n = 113). Children in control schools received regular teaching (COM group: n = 106). Outcomes were school-day, weekend-day, and lesson-time sedentary behavior (SB), light physical activity (LPA) and moderate-to-vigorous physical activity (MVPA), and on-task behavior and student engagement, assessed at baseline (T0), 2 weeks (T1), and 4 weeks (T2) during the VT intervention and 1 week (T3) and 3 months (T4) postintervention using multilevel modeling. Results. VT pupils engaged in significantly more school-day MVPA at T1 only, with no other significant differences between groups in overall school-day or weekend-day activity. VT pupils engaged in significantly less SB and more MVPA during lesson time than COM pupils. More on-task behavior was shown in VT pupils than COM pupils but there was no difference in student engagement. Discussion. VT reduced sedentary behavior and increased physical activity during lesson time but not across overall school or weekend days. VT improved on-task behavior but had no effect on student engagement. Conclusion. Physical activity can be integrated into teaching using interactive whiteboards with no detriment to educational outcomes.

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.

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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