Effects of Self-Recording on High-School Students' on-Task Behavior

1987 ◽  
Vol 10 (3) ◽  
pp. 203-213 ◽  
Author(s):  
Deborah W. Blick ◽  
David W. Test
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Disabled ◽  
Behavior Changes ◽  
School Students ◽  
Self Monitoring ◽  
Baseline Design ◽  
Emotionally Handicapped ◽  
Task Behavior ◽  
On Task Behavior

Twelve mildly handicapped (9 learning disabled, 2 educable mentally handicapped, and 1 emotionally handicapped) high-school students served as subjects in a study conducted to determine the effects of self-monitoring and recording on student on-task performance. Although only four students from three classes were targeted for data collection, all students in each class were taught how to self-monitor and record —first in the presence of audible cues and later independently as audible cues were faded. A multiple-baseline design across groups revealed a functional relationship between the intervention and increased on-task behavior. Changes were maintained as audible cues were faded. In addition, student accuracy data showed a relationship between increased on-task behavior and accurate self-recording. Anecdotal data indicated that students' academic performance improved in both training and nontraining settings.

Applying High Leverage Practices to Increase Active Engagement and On-task Behavior of Students with Intellectual Disabilities during Literacy Activities

2021 ◽  
pp. 016264342110193
Author(s):  
Channon K. Horn ◽  
Kera B. Ackerman ◽  
Elena J. Hitch
Keyword(s):  
High School ◽  
High School Students ◽  
Intellectual Disabilities ◽  
Skill Acquisition ◽  
Active Engagement ◽  
Response Cards ◽  
School Students ◽  
Task Behavior ◽  
On Task Behavior ◽  
Students With Intellectual Disabilities

The high leverage practices of promoting active student engagement and using assistive and instructional technology can be implemented simultaneously in resource settings. The purpose of the study was to compare two commonly used methods of engagement, hand-raising and digital response cards, to determine their effect on students’ active engagement, on-task behavior, and reading comprehension. An ABAB design was used to evaluate the effects among high school students with intellectual disabilities during reading lessons. The results indicated there was a positive correlation associated with digital response cards on the level of active engagement, on-task behavior and skill acquisition as evidenced by whole group means.

The Effects of an In-Class Breakfast Program on Attendance and On-Task Behavior of High School Students

1994 ◽  
Vol 16 (3) ◽  
pp. 1-8 ◽  
Author(s):  
Robert T. Bro ◽  
Lorraine Shank ◽  
Randy Williams ◽  
T. F. McLaughlin
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Task Behavior ◽  
On Task Behavior

The Effectiveness of Videodisc Instruction in Teaching Fractions to Learning-Disabled and Remedial High School Students

1986 ◽  
Vol 8 (2) ◽  
pp. 5-17 ◽  
Author(s):  
Bernadette Kelly ◽  
Douglas Carnine ◽  
Russell Gersten ◽  
Bonnie Grossen
Keyword(s):  
High School ◽  
High School Students ◽  
Instructional Design ◽  
Relative Effectiveness ◽  
School Students ◽  
Treatment Implementation ◽  
Task Behavior ◽  
Student Error ◽  
On Task Behavior ◽  
Criterion Referenced

This study compares the effectiveness of a videodisc curriculum that incorporates principles of instructional design (including discrimination practice and cumulative review) with a traditional basal program designed to teach basic fractions skills. Twenty-eight high school students, including 17 mildly handicapped students, qualified for the study by showing (a) mastery of whole number operations and (b) less than 50 percent mastery of the fractions skills to be taught. The students were matched in pairs based on a pretest score and math scores from the California Achievement Test, and then randomly assigned to one of the treatments. During the ten-day intervention, observers collected data on levels of treatment implementation and student on-task behavior. A criterion-referenced posttest and two-week maintenance test were administered. The videodisc curriculum resulted in significantly higher posttest and maintenance test scores. Levels of on-task behavior were significantly higher in the videodisc sessions, although levels in both conditions were above 80 percent. An analysis of student error patterns indicated that differences in instructional design features contributed to the relative effectiveness of the two curricula.

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.

Comprehension Scores of Learning Disabled High School Students on Aurally Presented Content

1982 ◽  
Vol 48 (4) ◽  
pp. 375-376 ◽  
Author(s):  
Bruno J. D'Alonzo ◽  
Stanley H. Zucker
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Disabled ◽  
School Students

Central Auditory Processing Abilities of Low-Achieving Gifted Adolescents

1998 ◽  
Vol 10 (1) ◽  
pp. 217-225 ◽  
Author(s):  
Thomas G. Rigo ◽  
Shalini Arehole ◽  
Phebe A. Hayes
Keyword(s):  
High School ◽  
High School Students ◽  
Auditory Processing ◽  
Management Strategies ◽  
Learning Disabled ◽  
Central Auditory Processing ◽  
School Students ◽  
Disabled Students ◽  
Processing Abilities ◽  
Gifted Adolescents

In this study, the central auditory processing (CAP) abilities of a group of low-achieving gifted high school students were measured and compared to matching groups of achieving gifted, average, and learning-disabled students. CAP skills were measured behaviorally, utilizing the Test for Auditory Processing Disorders in Adolescents and Children (SCAN:A). Results revealed significant CAP deficits in the low-achieving gifted group when compared to the achieving gifted and the average subjects. Furthermore, the CAP ability of the low-achieving gifted group was similar to that of the learning-disabled subjects. The nature of CAP disorders and suggested management strategies are discussed.

Effects of Self-Recording for On-Task and Academic Responding: A Long Term Analysis

1983 ◽  
Vol 6 (3) ◽  
pp. 5-12 ◽  
Author(s):  
T. F. McLaughlin
Keyword(s):  
Academic Performance ◽  
The Self ◽  
Long Term Effects ◽  
School Students ◽  
Behaviorally Disordered ◽  
Baseline Design ◽  
Task Behavior ◽  
On Task Behavior ◽  
Academic Responding

The purpose of the present study was to examine the immediate and long term effects of self-recording for on-task responding. Data were taken for both on-task and accuracy of performance in handwriting, spelling, and math with three behaviorally disordered elementary school students. The effects of self-recording were evaluated in a multiple-baseline design across subject-matter areas. The overall results revealed an increase in both on-task and academic performance when the students self-recorded their own on-task behavior. Only one pupil decreased his academic performance over that noted in baseline. Follow-up data taken during the first, second, and third school years yielded rates of on-task behavior over that of baseline, but not at the levels found in the self-recording condition. The practical aspects of the self-recording procedure were discussed.

Effects of Self-Monitoring and Self-Recording on Ecological Acts

1976 ◽  
Vol 38 (3_suppl) ◽  
pp. 1285-1286
Author(s):  
Peter W. Hoon
Keyword(s):  
High School ◽  
Time Series ◽  
High School Students ◽  
Statistical Analysis ◽  
Response Prevention ◽  
Future Research ◽  
Social Significance ◽  
School Students ◽  
Self Monitoring

22 high school students enrolled in an ecology course volunteered to self-monitor and record ecological acts. Relative to baselines which appeared to be non-reactive, time-series statistical analysis indicated that only 7 (32%) showed significant increases in ecological acts. Further, only 4 (19%) sustained these increases during follow-up assessment. Self-monitoring and recording appear ineffective in changing behavior of macro-social significance. Future research may be aimed at evaluating self-applied and externally mediated consequences and response prevention.

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