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

scholarly journals PENERAPAN TEKNIK SHAPING UNTUK MENINGKATKAN DURASI PERILAKU ON-TASK ANAK DENGAN MASALAH ATENSI

2020 ◽  
Vol 4 (1) ◽  
pp. 15-31
Author(s):  
Rahmatika Septina Chairunnisa ◽  
Cut Nurul Kemala
Keyword(s):  
Positive Reinforcement ◽  
Intervention Program ◽  
Single Subject ◽  
Single Subject Design ◽  
Academic Tasks ◽  
Attention Problem ◽  
Shaping Technique ◽  
Task Behavior ◽  
Subject Design ◽  
On Task Behavior

The aim of this study was to examine the effectiveness of the application of shaping technique with positive reinforcement, prompting, and fading technique in increasing the duration of on task-behavior in children with attention problem. The participant was AR, a 6- year-1-month-old boy who showed some behavior criteria or description of attentional disorder in interactive disorder category (ICDL-DMIC, 2005). The design in this study was a single-subject design with A-B type. The observer used a continuous recording method to measure the duration of on-task and off-task behavior when the child was working on some grade-1-level academic tasks. The result showed longer on-task behavior duration at the end of the intervention program.

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.

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.

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.

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.

Implementing Positive Behavior Support in Preschools

2016 ◽  
Vol 19 (1) ◽  
pp. 48-60 ◽  
Author(s):  
Krystine A. Jolstead ◽  
Paul Caldarella ◽  
Blake Hansen ◽  
Byran B. Korth ◽  
Leslie Williams ◽  
...  
Keyword(s):  
Classroom Management ◽  
Challenging Behavior ◽  
Skills Training ◽  
Positive Behavior ◽  
Single Subject ◽  
Student Group ◽  
Teacher Praise ◽  
Task Behavior ◽  
Tier 1 ◽  
On Task Behavior

Challenging behavior in preschool is a serious concern for teachers. Positive behavior interventions and supports (PBIS) have been shown to be effective in reducing such behaviors. Class-Wide Function-Related Intervention Teams (CW-FIT) is a specific multi-tiered intervention for implementing effective classroom management strategies using PBIS practices. CW-FIT has been shown to be effective in elementary classrooms but has not yet been evaluated with younger age groups. CW-FIT Tier 1 is a group contingency utilizing social skills training, teacher praise, and positive reinforcement to improve student behavior. The present study examined the effects of CW-FIT Tier 1 implementation on student group on-task behavior and on teacher praise and reprimand rates in four preschool classrooms. A single-subject delayed multiple baseline design with embedded reversals was used to evaluate impact. Results indicated the intervention increased student group on-task behavior and teacher praise to reprimand ratios. Both teachers and children found CW-FIT Tier 1 to be socially valid. Limitations and implications of this study for researchers and practitioners are discussed.

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.

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