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.

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.

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.

Self-Recording during Group Instruction: Effects on Attention to Task

1981 ◽  
Vol 4 (4) ◽  
pp. 407-413 ◽  
Author(s):  
Daniel P. Hallahan ◽  
Kathleen J. Marshall ◽  
John Wills Lloyd
Keyword(s):  
Small Group ◽  
Oral Reading ◽  
Learning Disabled ◽  
Small Group Instruction ◽  
Group Instruction ◽  
Self Monitoring ◽  
Task Behavior ◽  
On Task Behavior ◽  
Procedural Components ◽  
Attention To Task

The effects of self-monitoring on attention to task during small-group instruction were investigated. Three learning disabled (LD) boys with severe attentional problems were taught to self-monitor their on-task behavior while participating in oral reading tasks. A reversal design demonstrated marked increases in attention to task for all three students. The higher levels of on-task behavior were maintained during two subsequent phases in which external components of the self-monitoring procedure were withdrawn. The results indicate that self-monitoring procedures can be effectively employed during oral, small-group instruction, and that positive behavioral changes can be maintained over a period of time following the gradual fading of external, procedural components.

Sign in / Sign up

Export Citation Format

Share Document