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ERIC Number: EJ1254588
Record Type: Journal
Publication Date: 2018
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2325-7466
EISSN: N/A
Using an Alternating Treatment Design in a Co-Taught Classroom to Measure Student Ontask Behavior
Keeley, Randa G.
Journal of the American Academy of Special Education Professionals, p31-44 Spr-Sum 2018
The purpose of this study was to determine if student on-task behavior varied when a) the One Teach/One Assist co-teaching model was applied or b) when the Team Teaching model was applied using an alternating treatment design for four students in a co-taught Algebra I classroom. Results show that participants experienced increased on-task behavior and an overall decrease in behavior variation when the One Teach/One Assist or Team Teach co-teaching model was implemented. These findings indicate that in a co-taught classroom, whether the One Teach/One Assist or Team Teaching model is implemented it will yield increased on-task behavior of students as compared to not implementing a co-teaching model.
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 9; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A