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ERIC Number: EJ1038195
Record Type: Journal
Publication Date: 2013-Dec
Pages: 10
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-1053-0819
Increasing On-Task Behavior in Students in a Regular Classroom: Effectiveness of a Self-Management Procedure Using a Tactile Prompt
Moore, Dennis W.; Anderson, Angelika; Glassenbury, Michele; Lang, Russell; Didden, Robert
Journal of Behavioral Education, v22 n4 p302-311 Dec 2013
Self-management strategies have been shown to be widely effective. However, limited classroom-based research exists involving low performing but developmentally normal high school-aged participants. This study examined the effectiveness of a self-management strategy aimed at increasing on-task behavior in general education classrooms with students without a diagnosed disability, behavior disorder, or exceptionality. The self-management package included provision of a tactile prompt, training in self-monitoring and data recording, self-monitoring, and the plotting of the results on a cumulative graph. A multiple baseline design across three participants was used to evaluate the effects of the intervention. An increase in on-task behavior was observed with all participants on implementation of the self-management package, and questionnaire-based social validity findings suggest this was an acceptable and effective procedure for the classroom context. Limitations, implications, and future directions of these findings are discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A