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.

Eliminating Inappropriate Classroom Behavior Using a Dro Schedule: A Preliminary Study

1996 ◽  
Vol 78 (3) ◽  
pp. 753-754 ◽  
Author(s):  
Rangasamy Ramasamy ◽  
Ronald L. Taylor ◽  
Edward W. Ziegler
Keyword(s):  
Learning Disabilities ◽  
Classroom Behavior ◽  
Differential Reinforcement ◽  
Single Subject ◽  
Single Subject Design ◽  
Interval Schedule ◽  
Task Behavior ◽  
Subject Design ◽  
Preliminary Study ◽  
On Task Behavior

The purpose of this study was to eliminate out-of-seat behavior of a 14-yr.-old boy with learning disabilities using a single-subject design. Based on functional analysis, a Differential Reinforcement of Other Behavior interval schedule was used to eliminate an inappropriate behavior. During baseline, an average of 15 out-of-seat behavior problems were recorded. After 4 wk. of intervention, the inappropriate out-of-seat behavior was eliminated and on-task behavior improved.

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.

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 Penerapan Intervensi Self-Management untuk Meningkatkan Perilaku on-Task pada Anak Usia Sekolah dengan Attention Deficit Hyperactivity Disorder (ADHD) Inattentive Type

2019 ◽  
Vol 3 (1) ◽  
pp. 15-30
Author(s):  
Kanti Sekarputri Pernama ◽  
Erniza Miranda Madjid
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Single Case ◽  
Self Management ◽  
School Age Children ◽  
Management Technique ◽  
Hyperactivity Disorder ◽  
Task Behavior ◽  
On Task Behavior ◽  
Inattentive Type

Children with attention-deficit/hyperactivity disorder (ADHD) often exhibit problem behavior and struggle in the classroom both academically and behaviorally. To be successful in school, children are required to have the ability to engage in tasks during learning activities (on-task behavior). One of the intervention known as an effective strategy to increase on-task behavior of school-age children diagnosed with ADHD is a behaviorally-based self-management technique. This study was designed for a fifth grade student aged 11 years old with ADHD predominantly inattentive type. The study took place in an inclusive school at Bojong Gede. Using a single case AB design, four self-management strategy were implemented to increase the on-task behavior. Each baseline and follow-up data was collected over four days, while the intervention it self was implemented over 16 days. The result indicated that the self-management technique appeared to be effective in increasing on-task behavior of participant (from 38% to 90,5%). Keywords: ADHD, on-task; academic engagement, self-management; student

scholarly journals The use of electronic feedback to strengthen teacher intervention beliefs, knowledge, attitudes and intentions

2019 ◽  
Author(s):  
◽  
Christa Beverly Diana Copeland
Keyword(s):  
Teacher Perceptions ◽  
Behavior Management ◽  
Classroom Behavior ◽  
Statistical Significance ◽  
Initial Assessment ◽  
Feedback Intervention ◽  
Teacher Supports ◽  
Part Time ◽  
K 12 ◽  
Business As Usual

The present study examined the efficacy and usefulness of an electronically delivered feedback intervention on overall teacher perceptions of classroom-based behavior interventions, implementation behavior and intentions. Participants consisted of 95, full and part-time elementary and secondary teachers across 13, public K-12 educational institutions in Missouri. Following an initial assessment, teachers were randomized to either a feedback intervention condition or control condition (i.e., business-as-usual). Findings indicated that teachers who received the intervention, which consisted of an emailed individualized feedback profile and access to a website with electronic resources, reported significantly increased self-efficacy and perceptions of evidence-based interventions at the 2-month follow-up, compared to teachers assigned to the control condition. Despite the lack of statistical significance across the other measured variables, effect sizes comparable to existing feedback and motivational interviewing literature, were found. Additionally, of the teachers who received the intervention, the majority provided positive feedback about its usefulness and feasibility, and reported being willing to recommend the use of the intervention to others. Limitations and future directions regarding the use of electronically-based teacher supports to enhance classroom behavior management, are discussed.

scholarly journals Knowledge, Attitude, and Awareness about Nitrous Oxide Inhalation Sedation among Dental Practitioners of Gujarat, India

2021 ◽  
pp. 302-308
Author(s):  
Khushbu Chawla ◽  
Pratik B. Kariya ◽  
Brijesh Tailor ◽  
Sweta Singh
Keyword(s):  
Behavior Management ◽  
Conscious Sedation ◽  
Management Technique ◽  
Dental Practice ◽  
Gujarat State ◽  
Dental Patients ◽  
Dental Practitioners ◽  
Controversial Topic ◽  
The Subject ◽  
The Many

Introduction: Conscious sedation is a safe and effective method of anxiolysis. However, the use of conscious sedation in pediatric dental patients is a controversial topic as it involves the intersection of dentistry and medicine. Among the many questions that could be asked, it is necessary to find out what dental practitioners think about the use of sedatives in their routine pediatric dental practice. Therefore, the above survey was conducted aiming to evaluate the perceptions of dentists on the use of Conscious Sedation in pediatric dental practice in Vadodara city, Gujarat. Methods: Questionnaires were sent electronically to Indian Dental Association (IDA) members of Vadodara at the time of the study. The contact details of these dental practitioners were obtained from the IDA members list. Details on personal status, use of, and training in, conscious sedation techniques were sought via the questionnaires to find the knowledge, attitude, and awareness towards the use of Conscious Sedation in pediatric dental practice. Results: The questionnaire was sent to IDA members in Vadodara city, Gujarat. 64.37% (150 dentists) responded to the questionnaire. 48% were female practitioners and 52% were male practitioners. 78.5% were in favor of using conscious sedation as a behavior management technique in pediatric dental practice, irrespective of their qualification or years of experience. Maximum knowledge about conscious sedation was obtained through the curriculum. Conclusion: It can be concluded that the dentists of Vadodara city, Gujarat state developed a positive attitude towards the use of conscious sedation, however, complained of a lack of training to the subject.

scholarly journals Behavioral self-control of on-task behavior in an elementary classroom1

1973 ◽  
Vol 6 (1) ◽  
pp. 105-113 ◽  
Author(s):  
E. L. Glynn ◽  
J. D. Thomas ◽  
Seok M. Shee
Keyword(s):  
Self Control ◽  
Task Behavior ◽  
On Task Behavior

scholarly journals Penerapan Teknik Shaping untuk meningkatkan durasi on-task behavior pada anak dengan masalah atensi

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Savira Anjani ◽  
Mita Aswanti Tjakrawiralaksana
Keyword(s):  
Single Subject ◽  
Single Subject Research ◽  
Shaping Technique ◽  
Task Behavior ◽  
On Task Behavior ◽  
Expected Duration

Abstrak.  Kemampuan mempertahankan atensi terlihat pada on-task behavior, dimana anak mampu mengerjakan tugas tanpa melakukan kegiatan lain yang tidak berkaitan. On-task behavior menjadi target perilaku yang ingin diintervensi pada S, anak laki-laki berusia 4 tahun 5 bulan dengan diagnosa Attentional Disorder (ICDL-DMIC). Berdasarkan pemeriksaan, rentang atensinya berada dibawah taraf rata-rata anak seusianya dan terlihat dari kesulitannya dalam menyelesaikan kegiatan. Penelitian single-subject ini bertujuan untuk melihat efektivitas dari penerapan teknik shaping dalam meningkatkan durasi on-task behavior pada anak dengan masalah atensi, dengan hipotesa teknik shaping mampu meningkatkan durasi on-task behavior. Terdapat peningkatan durasi saat intervensi diberikan. Dalam intervensi ini, orangtua memiliki peran besar sebagai pemberi prompt dan reinforcement untuk mempermudah proses generalisasi.Kata Kunci: Shaping, On-Task Behavior, Attentional DisorderAbstract. The ability to maintain attention is seen from on-task behavior, when child can do a task without do other unrelated activities. On-task behavior is the targeted behavior to intervene from S, a 4 years 5 months old boy with a diagnosis Attentional Disorder (ICDL-DMIC). Based on asssessment, S has shorter duration of attention than the expected duration of his age and shown on his difficulties in finishing any activities. This single-subject research aims to examine the effectiveness of the application of shaping technique in increasing the duration of on-task behavior, and hypothesized that it’s application will increase on-task behavior’s duration. The result shows that there is an increase in on-task behavior’s duration. In this research, parents took a bigger role as prompt and reinforcer giver to ease the process of generalization. Keywords: Shaping, On-Task Behavior, Attentional Disorder

Improving Student Behavior in Middle School Art Classrooms: Initial Investigation of CW-FIT Tier 1

2019 ◽  
Vol 22 (1) ◽  
pp. 38-50
Author(s):  
Kimberly D. Monson ◽  
Paul Caldarella ◽  
Darlene H. Anderson ◽  
Howard P. Wills
Keyword(s):  
Middle School ◽  
Classroom Management ◽  
Positive Reinforcement ◽  
Single Subject ◽  
Teacher Praise ◽  
Initial Investigation ◽  
Task Behavior ◽  
On Task Behavior ◽  
Art Classrooms ◽  
Middle School Art

Classroom management is commonly challenging in middle schools. Class-wide function-related intervention teams (CW-FIT) is a multitiered intervention designed to decrease problem behaviors at the classroom level. It is comprises evidence-based practices such as teaching classroom expectations, increasing teacher praise, and using positive reinforcement in an interdependent group contingency. CW-FIT has shown promise in a variety of school settings, but it has not been tested in middle school art classrooms. This initial investigation examined the effects of CW-FIT using a single-subject ABAB design in two middle school art classrooms. Results indicated that class on-task behavior increased by more than 25% and teacher praise-to-reprimand ratios more than doubled during CW-FIT implementation compared with baseline levels. Results also indicated that on-task behavior for students identified as at risk for behavioral disorders improved by more than 18% during the intervention. Teachers and students found the intervention to be socially valid. Resulting implications were promising for using CW-FIT in other middle school art classrooms.

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