Applied Behavior Analysis Final Written Report Off-task behavior is a common concern in classroom. Multiple researches have studied different methods to decrease off-task behaviors. For example, the teachers’ greetings may have be successful antecedent attention; teacher greeting decreased three middle school student’s need to receive attention from the teacher by being off-task. Additionally, the Keep Busy and Carry On (KBCO), a computer-assisted intervention aimed at decreasing transition times, intervention appeared to increase on-task behavior and decrease transition times between centers. This intervention may have been successful because it rewarded students for their on-task behavior and provided them with prompts to stay on-task. Additionally,
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However, a study conducted with preschoolers suggests that response cost methods to increase on-task behavior may be effective and preferred by students (Hirst, Dozier, & Payne, 2016). Research on a 2nd grader suggests that general education teachers can use choice procedures as a classroom management technique to increase on-task behavior. The teacher provided the student with three choices of language arts assignments that varied in content based on the class curriculum, and the student was able to choose on assignment. The choice procedure intervention may be an ideal intervention because it is practical to implement and does not require an extensive change to typical instruction (Powel, & Nelson, 1997). Other research has shown improvements in on-task behavior of children with emotional and behavioral disorders when the teacher is provides students with behavior-specific praise and when the teacher is provided with feedback on his/her frequency of behavior specific praise (Sutherland, Wehby, & Copeland, 2008). Moreover, Clickers, a remote device that allows students to electronically answer the teacher’s questions, have been shown to increase on-task behaviors of middle schools with frequent off-task behaviors. The clickers provide students with the opportunity to work at their own pace, and they are given immediate …show more content…
Based on anecdotal recordings, it was hypothesized that the function of John’s frequent off-task behaviors were attention. For example, John would frequently raise his hand, leave his seat, and call his teacher’s name simultaneously. The teacher would then provide John attention by asking him what he needed help with or notifying him that other students are working. Therefore, the target behavior for John was be on-task behavior. On-task behavior could serve as an alternative behavior to off-task behavior. On-task behavior is defined as John (a) having his or her eyes directed toward a worksheet, book, or teacher; (b) is writing on a worksheet; and (c) not trying to illicit teacher attention. When John was observed engaging in on-task behaviors, the teacher will provide him attention by giving him behavior specific praise and allowing him the opportunity to earn a
However, a study conducted with preschoolers suggests that response cost methods to increase on-task behavior may be effective and preferred by students (Hirst, Dozier, & Payne, 2016). Research on a 2nd grader suggests that general education teachers can use choice procedures as a classroom management technique to increase on-task behavior. The teacher provided the student with three choices of language arts assignments that varied in content based on the class curriculum, and the student was able to choose on assignment. The choice procedure intervention may be an ideal intervention because it is practical to implement and does not require an extensive change to typical instruction (Powel, & Nelson, 1997). Other research has shown improvements in on-task behavior of children with emotional and behavioral disorders when the teacher is provides students with behavior-specific praise and when the teacher is provided with feedback on his/her frequency of behavior specific praise (Sutherland, Wehby, & Copeland, 2008). Moreover, Clickers, a remote device that allows students to electronically answer the teacher’s questions, have been shown to increase on-task behaviors of middle schools with frequent off-task behaviors. The clickers provide students with the opportunity to work at their own pace, and they are given immediate …show more content…
Based on anecdotal recordings, it was hypothesized that the function of John’s frequent off-task behaviors were attention. For example, John would frequently raise his hand, leave his seat, and call his teacher’s name simultaneously. The teacher would then provide John attention by asking him what he needed help with or notifying him that other students are working. Therefore, the target behavior for John was be on-task behavior. On-task behavior could serve as an alternative behavior to off-task behavior. On-task behavior is defined as John (a) having his or her eyes directed toward a worksheet, book, or teacher; (b) is writing on a worksheet; and (c) not trying to illicit teacher attention. When John was observed engaging in on-task behaviors, the teacher will provide him attention by giving him behavior specific praise and allowing him the opportunity to earn a