Instructional Level and Engagement in Students With Behavioral Disorders

2021 ◽  
pp. 019874292110500
Author(s):  
Chelsea E. Carr ◽  
John Umbreit ◽  
Rebecca Hartzell
Keyword(s):  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Instructional Materials ◽  
Difficulty Level ◽  
Time On Task ◽  
Task Behavior ◽  
Instructional Level ◽  
Reading Materials ◽  
On Task Behavior ◽  
Frustration Level

This study examined the effects of adjusting the difficulty level of instructional materials on the time on-task and comprehension of four students with emotional and behavioral disorders. All participants previously exhibited low rates of on-task behavior during reading assignments. Students were presented with reading materials at their instructional, frustration, and independent levels to assess the effect on time on-task and comprehension. All four students demonstrated the highest percent of on-task behavior when presented with reading materials at their instructional level. Comprehension scores were highest for all four students at the independent level and lowest at the frustration level.

Effects of Task Difficulty on the Disruptive and On-Task Behavior of Students with Severe Behavior Disorders

1996 ◽  
Vol 21 (3) ◽  
pp. 216-225 ◽  
Author(s):  
Paris A. Depaepe ◽  
Richard E. Shores ◽  
Susan L. Jack ◽  
R. Kenton Denny
Keyword(s):  
Behavioral Disorders ◽  
Behavior Disorders ◽  
Task Difficulty ◽  
Difficulty Level ◽  
Single Subject ◽  
Time On Task ◽  
Academic Tasks ◽  
Task Behavior ◽  
On Task Behavior ◽  
Task Conditions

It has been proposed that academic materials presented to students with emotional and behavioral disorders may serve in some situations as aversive stimuli that increase escape and/or avoidance responses. The results from two single subject studies using ABAB designs that were conducted to examine the effects of the difficulty level of academic tasks (i.e., easy versus difficult) on both the disruptive and on-task behaviors of students with severe behavior disorders are presented. Results indicated that difficult tasks were generally associated with lower percentages of time on-task and higher percentages of time engaged in disruptive behavior than were easy task conditions. Implications for teachers of students with severe behavioral disorders are discussed.

The Effects of a Student-Operated Business Curriculum on the On-Task Behavior of Students with Behavioral Disorders

1994 ◽  
Vol 19 (2) ◽  
pp. 136-141 ◽  
Author(s):  
Christine C. Mcwhirter ◽  
Lisa A. Bloom
Keyword(s):  
Middle School ◽  
Behavioral Disorders ◽  
Functional Relationship ◽  
Sampling Procedure ◽  
Time On Task ◽  
Time Sampling ◽  
Business Curriculum ◽  
School Class ◽  
Task Behavior ◽  
On Task Behavior

This study examined the effects of a student-operated business curriculum on the on-task behavior of three students with behavioral disorders in a self-contained middle school class. An ABAB design was employed to determine the effects of the intervention. Data were collected using a one-minute time-sampling procedure. Results indicated a functional relationship between the student-operated business curriculum and time on task in mathematics.

Preschoolers’ Time On-Task and Physical Activity During a Classroom Activity Break

2015 ◽  
Vol 27 (1) ◽  
pp. 160-167 ◽  
Author(s):  
E. Kipling Webster ◽  
Danielle D. Wadsworth ◽  
Leah E. Robinson
Keyword(s):  
Physical Activity ◽  
Vigorous Physical Activity ◽  
Preschool Age ◽  
Time On Task ◽  
Acute Effects ◽  
Task Behavior ◽  
Short Bout ◽  
School Day ◽  
On Task Behavior ◽  
Observation Results

This study examined the acute effects of a 10-min teacher-implemented classroom-based activity break (AB) on physical activity participation and time on-task in a preschool-age population. 118 (M age = 3.80 ± 0.69 years) students from one preschool served as participants. The intervention took place over 4 days: 2 days AB were conducted and 2 days typical instruction occurred. Physical activity was monitored via accelerometry and time on-task was measured by direct observation. Results demonstrated that AB led to a higher percent of moderate-to-vigorous physical activity (MVPA) during the AB (M = 29.7%, p > .001). Breaks also promoted more on-task behavior (FU17 = 18.86, p > .001) following the AB. Specifically, the most off-task students before the break improved on-task behavior by 30 percentage points (p > .001). Percent of school day MVPA was also higher during AB days (i117 = 3.274, p = .001). Findings indicate teachers may improve time on-task postbreak for preschoolers with a short bout of physical activity in the classroom, especially in children who are the most off-task. In addition, classroom-based AB resulted in marginal increases in MVPA during breaks that influenced whole day activity.

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.

scholarly journals Impact of Three Years of Classroom Physical Activity Bouts on Time-on-Task Behavior

2017 ◽  
Vol 49 (11) ◽  
pp. 2343-2350 ◽  
Author(s):  
AMANDA N. SZABO-REED ◽  
ERIK A. WILLIS ◽  
JAEHOON LEE ◽  
CHARLES H. HILLMAN ◽  
RICHARD A. WASHBURN ◽  
...  
Keyword(s):  
Physical Activity ◽  
Time On Task ◽  
Task Behavior ◽  
On Task Behavior

Preliminary Report on the Relation of Students' on-Task Behavior with Completion of School Work

1999 ◽  
Vol 84 (1) ◽  
pp. 267-272 ◽  
Author(s):  
Steven W. Lee ◽  
Karen E. Kelly ◽  
Joseph E. Nyre
Keyword(s):  
School Psychologists ◽  
Classroom Observation ◽  
General Rule ◽  
Classroom Observations ◽  
Time On Task ◽  
School Work ◽  
Task Behavior ◽  
Work Completion ◽  
On Task Behavior ◽  
The Relationship

On-task behavior is frequently measured by school psychologists during classroom observations. Unfortunately, the obtained on-task percentage is difficult to interpret because (1) the relationship between on-task behavior and school work completion and quality are unknown and (2) generalizability of the observations is limited. In this study, percentage of time on task was related to work completion and quality using the newly developed Kansas Classroom Observation Form. The obtained data, while preliminary, suggest a general “rule-of-thumb” for expectations of work completion based on various observed on/off-task behavior. Other findings, limitations of the study, and directions for 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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