Children's On-task Behavior Research Articles

Effects of different types of classroom physical activity breaks on children's on-task behaviour, academic achievement and cognition.

This study examined the effects of different types of classroom physical activity breaks on children's on-task behaviour, academic achievement and cognition. Participants were 87 Australian primary school students (mean age 9.11±0.62years), recruited from one school. Three classes were randomly assigned either to activity breaks only (n=29), activity breaks and mathematics combined (n=29), or control conditions involving only mathematical content (n=29). Students were engaged in five minutes of classroom physical activity breaks, three times per week, for four weeks (divided into two minutes at the beginning of the usual mathematics curriculum lesson and three minutes in the middle of the lesson). Assessments were conducted at baseline and post-test. Significant group-by-time effects were found for on-task behaviour (active engagement: activity breaks and mathematics combined versus control, p≤0.001; activity breaks versus control, p≤0.001; activity breaks and mathematics combined versus activity breaks, p=0.037; passive engagement: activity breaks and mathematics combined versus control, p≤0.001) and mathematics scores (activity breaks versus control, p=0.045). Physical activity breaks with and without integrated mathematics content were effective in improving children's on-task behaviour and learning scores.

On-task behavior of children with attention-deficit/hyperactivity disorder: Examining treatment effectiveness of play therapy interventions.

On-task behavior of children with attention-deficit/hyperactivity disorder: Examining treatment effectiveness of play therapy interventions.

Effects of a Tailored Incredible Years Teacher Classroom Management Programme on On-Task Behaviour of School Children with ADHD in Addis Ababa

AbstractAttention-Deficit/Hyperactivity Disorder (ADHD) is a persistent pattern of behaviours characterized by inattention, hyperactivity and impulsivity. This study evaluates the effects of a tailored Incredible Years Teacher Classroom Management (IYTCM) programme aimed to improve participating children's on-task behaviour in a group of 6 to 10 year old children with ADHD in Addis Ababa, Ethiopia. The effectiveness of the IYTCM programme has been extensively examined for children with conduct disorder and/or behaviour and emotional issues, but not specifically with children with ADHD. In the present study, the effects of the IYTCM were examined on individual children with ADHD symptoms. Nine children identified with ADHD symptoms on the basis of teacher and parent reports of behaviour and nine normative comparison children were also selected from the same classrooms. Ten teachers received the tailored IYTCM-ADHD training for about 36 hours. A single-subject design was implemented to record the behaviour changes over time: at baseline, during teacher training with the IYTCM-ADHD programme, and at both immediate and long-term follow-ups. In addition to visual analysis, a non-parametric test was used to examine the magnitude of effect in each child. The result of the study indicated that the on-task behaviour of participating children with ADHD increased by the conclusion of the study ranging from 46% to 100%. Visual analysis also indicated that the children's behaviour was maintained during the follow-up phases. The pre- and post-intervention analyses of children with ADHD showed a significant effect of the intervention on each child. In light of the findings, limitations and implications for future research are discussed.

Effect of Active Videogames on Underserved Children's Classroom Behaviors, Effort, and Fitness.

The purpose of this study was to examine the effect of active videogames (AVGs) on underserved minority children's on-task classroom behavior, academic effort, and fitness. A one group pre- and posttest repeated measures design was used. In Fall 2013, 95 fourth grade children (57 boys, 38 girls; 96% of minority) from three classes at an underserved urban elementary school participated in teacher-supervised AVG activities (e.g., Wii Sports, Xbox Just Dance). Specifically, students participated in a 50-minute weekly AVG program at school for 6 weeks. Children's academic effort was evaluated by classroom teachers using a validated scale that assessed activity, attention, conduct, and social/emotional behavior. Moreover, children's classroom behavior was observed immediately before and after each AVG session by trained researchers. Finally, cardiovascular fitness was also measured. A paired t-test was used to assess teacher-rated student effort, while one-way (gender) analysis of variance (ANOVA) with repeated measures was performed to analyze children's on-task classroom behavior. There was a significant effect on children's effort between the first (mean = 3.24, SD = 0.75) and last week (mean = 3.41, SD = 0.73) assessments, t = 2.42, P = 0.02. In addition, there was a significant effect on classroom behavior, F = 33.103, P < 0.01. In detail, children scored significantly higher on on-task behavior during the post-AVG observation (mean = 81.4, SD = 12.3) than seen during the pre-AVG observation (mean = 69.8, SD = 14.9). However, no main effect was indicated for gender, F = 0.39, P = 0.54. No significant improvement in cardiovascular fitness was observed, although slight improvements were seen. Offering an AVG program at school could improve underserved minority children's classroom on-task behavior and academic effort. Future studies may include a control group to further confirm the effectiveness of AVG activities. Practical implications for educators and other stakeholders are provided.

Before-school running/walking club: Effects on student on-task behavior

Before-school programs provide a good opportunity for children to engage in physical activity (PA) as well as improve their readiness to learn. The purpose of this study was to examine the effect of a before-school running/walking club on elementary school children's on-task behavior. The study employed a two-phase experimental design with an initial baseline phase followed by an alternating treatments phase, and was first conducted at a private school (School A) and subsequently replicated at a public school (School B). Participants were third and fourth grade children from two schools in the Southwestern U.S. who participated in a before-school running/walking club that met two times each week (School A: 20 min; School B: 15 min) during the 2013/2014 academic year. Participation in the program was monitored using pedometers and on-task behavior was assessed through direct observation. Data analyses included visual analysis, Tau-U index, and multilevel modeling. Results from all analyses indicated that on-task behavior was significantly higher on days the children attended the before-school program than on days they did not. According to multilevel modeling results, mean differences and effect sizes were: School A = 15.78%, pseudo-R2 = .34 [strong effect]; School B = 14.26%, pseudo-R2 = .22 [moderate effect]. Results provide evidence for the positive impact of before-school PA programs on children's classroom behavior and readiness to learn. Such programs do not take time away from academics and may be an attractive option for schools. Results also have implications for the structure of children's school day and the scheduling of PA opportunities.

An Evaluation of a Self-Management Intervention to Increase On-Task Behavior With Individuals Diagnosed With Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is one of the most prevalent disorders in school-age children. Children with ADHD often have difficulty at school and at home. Medication is a common treatment for children with ADHD; however, it has been shown to be more effective when combined with behavioral interventions. Self-management has extensive research support showing its effectiveness for children with ADHD primarily in academic settings. The purpose of this study was to examine the impact a self-management intervention would have on the on-task behavior of children during various routines, both academic and nonacademic, in the home setting. Participants were trained to use a self-management intervention. In addition, parents were trained to conduct accuracy checks on their child’s performance as well as deliver feedback and rewards. All three participants showed an increase in on-task behavior following the implementation of the self-management intervention; two of the three participants’ on-task behavior maintained high, stable levels as the self-management schedule was faded. One participant’s on-task behavior did not maintain high levels and therefore required implementation of a self-management plus reinforcement for on-task behavior condition to reestablish high, stable levels of on-task behavior. For one participant, the duration of the targeted routine increased. Current limitations are discussed, and recommendations for future research in this area are provided.

Improving academic performance of school-age children by physical activity in the classroom: 1-year program evaluation.

An intervention was designed that combined physical activity with learning activities. It was based upon evidence for positive effects of moderate to vigorous physical activity (MVPA) on academic achievement. The aim of this study was to describe the program implementation and effects on academic achievement after 1 year. Second- and third-grade classes of 6 elementary schools were included in the study. The intervention group participated in physically active academic lessons and the control group in regular classroom lessons. Implementation measures were obtained and the children were pretested and posttested on mathematics and reading. Teacher observations and self-reports indicated that the lessons were implemented as planned. Classroom observations showed that children's on-task behavior during the lessons was above 70%. On the basis of heart rate measures, on average 64% of the lesson time was spent in MVPA. Posttest mathematics and reading scores of third-grade children who participated in the intervention were significantly higher in comparison with control children. Posttest mathematics scores of second-grade children in the intervention condition were significantly lower in comparison with control children. The intervention program was successfully implemented and the lessons contributed to the academic outcomes of third-grade children.

Effects of Stability Balls on Children's On-Task Behavior, Academic Achievement, and Discipline Referrals: A Randomized Controlled Trial.

We used a randomized controlled design to investigate whether using stability balls during the school day was associated with higher levels of on-task behavior and academic achievement and fewer discipline referrals. Over 9 mo, students in 2 second-grade classrooms in a southeastern rural elementary school used stability balls as chairs while students in 2 control classrooms used chairs as usual. We collected measures of on-task behavior, standardized measures of literacy and mathematics achievement, and discipline referrals. We found similar levels of on-task behavior and achievement in treatment and control classrooms and a downward trend in disruptive behaviors in treatment classrooms. This study did not find use of stability balls for entire general education classrooms to be a practical use of resources for schools. More research with rigorous controlled designs is needed to support the use of stability balls for the general education population.

Investigating executive functions in children with severe speech and movement disorders using structured tasks.

Executive functions are the basis for goal-directed activity and include planning, monitoring, and inhibition, and language seems to play a role in the development of these functions. There is a tradition of studying executive function in both typical and atypical populations, and the present study investigates executive functions in children with severe speech and motor impairments who are communicating using communication aids with graphic symbols, letters, and/or words. There are few neuropsychological studies of children in this group and little is known about their cognitive functioning, including executive functions. It was hypothesized that aided communication would tax executive functions more than speech. Twenty-nine children using communication aids and 27 naturally speaking children participated. Structured tasks resembling everyday activities, where the action goals had to be reached through communication with a partner, were used to get information about executive functions. The children (a) directed the partner to perform actions like building a Lego tower from a model the partner could not see and (b) gave information about an object without naming it to a person who had to guess what object it was. The executive functions of planning, monitoring, and impulse control were coded from the children's on-task behavior. Both groups solved most of the tasks correctly, indicating that aided communicators are able to use language to direct another person to do a complex set of actions. Planning and lack of impulsivity was positively related to task success in both groups. The aided group completed significantly fewer tasks, spent longer time and showed more variation in performance than the comparison group. The aided communicators scored lower on planning and showed more impulsivity than the comparison group, while both groups showed an equal degree of monitoring of the work progress. The results are consistent with the hypothesis that aided language tax executive functions more than speech. The results may also indicate that aided communicators have less experience with these kinds of play activities. The findings broaden the perspective on executive functions and have implications for interventions for motor-impaired children developing aided communication.

The role of children's on-task behavior in the prevention of aggressive behavior development and peer rejection: A randomized controlled study of the Good Behavior Game in Belgian elementary classrooms

The role of children's on-task behavior in the prevention of aggressive behavior was assessed among 570 Dutch speaking children followed from second- to third-grade elementary school in Flanders, Belgium. A first objective was to investigate whether individual level variation of on-task behavior moderated the impact of a universal preventive intervention, the Good Behavior Game (GBG), on aggression development, controlling for classroom levels of on-task behavior. The second goal was to study whether improved on-task behavior or reductions in peer rejection mediated intervention impact on children's aggression. Second-grade classrooms were randomly assigned to the GBG or a control condition. Results showed that intervention impact was found only among children who had low-level on-task behavior at baseline. These children showed a decrease in aggression when in the GBG condition, which was not found among control group children. The reduction in aggression among low on-task children was mediated by reductions in peer rejection. No mediation effect of on-task behavior was found. These results suggest that the effect of a universal preventive intervention may depend upon initial levels of on-task behavior and that improvements in social relations with peers may explain the reductions in aggression among these low-on task children.

How effective are drug treatments for children with ADHD at improving on-task behaviour and academic achievement in the school classroom? A systematic review and meta-analysis

Attention-deficit hyperactivity disorder (ADHD) has a significant impact on children's classroom behaviour, daily functioning and experience of school life. However, the effects of drug treatment for ADHD on learning and academic achievement are not fully understood. This review was undertaken to describe the effects of methylphenidate, dexamfetamine, mixed amfetamine salts and atomoxetine on children's on-task behaviour and their academic performance, and to perform a meta-analysis to quantify these effects. Nine electronic databases were systematically searched for randomized controlled trials comparing drug treatment for ADHD against (i) no drug treatment, (ii) baseline (in crossover trials), or (iii) placebo; reporting outcomes encompassing measures of educational achievement within the classroom environment. Forty-three studies involving a pooled total of 2,110 participants were identified for inclusion. Drug treatment benefited children in the amount of school work that they completed, by up to 15%, and less consistently improved children's accuracy in specific types of academic assignments, such as arithmetic. Similar improvements were seen in classroom behaviour, with up to 14% more of children's time spent "on task". Methylphenidate, dexamfetamine and mixed amfetamine formulations all showed beneficial effects on children's on-task behaviour and academic work completion. Atomoxetine was examined in two studies, and was found to have no significant effect. These review findings suggest that medication for ADHD has the potential to improve children's learning and academic achievement.

The Role of Teacher Behavior Management in the Development of Disruptive Behaviors: An Intervention Study with the Good Behavior Game

The role of teacher behavior management for children's disruptive behavior development (hyperactive and oppositional behavior) was investigated using a universal classroom preventive intervention study. Five-hundred seventy children were followed from second to third grade of elementary school. Observations of teacher behavior management and children's on-task and off-task classroom behavior and peer reports of hyperactive and oppositional behavior were available. Results showed that the reduced use of negative remarks of intervention teachers predicted children's increase in on-task behavior and decrease in talking-out behavior. These improved children's classroom behaviors in turn mediated the impact of the intervention on the development of hyperactive and oppositional behavior over the studied period. These results were similar for girls and boys. The results underscore the role of teachers' classroom management strategies in improving children's classroom behavior, which, in turn is an important component in the reduction of disruptive behavior development.

A Comparison of Teacher and Parent Delivered Consequences: Improving Classroom Behavior in Low-Income Children with ADHD

Both teacher and parent delivered consequences have been shown to be effective in improving the classroom behavior of children with Attention Deficit Hyperactivity Disorder (ADHD). However, there is a delay between the behavior and delivery of parent provided consequences. The delay may make the consequences less salient and effective, for children with ADHD. The current study compared the effectiveness of parent delivered consequences (PC) to teacher delivered consequences (TC) for increasing academic performance and appropriate classroom behavior in African American, low income, elementary students with ADHD. Results indicate that the two interventions are equally effective in improving children's on-task behavior and classwork productivity.

Training Classroom and Resource Preschool Teachers to Develop Inclusive Class Interventions for Children With Disabilities

Four preschool supervisors were individually trained in a collaborative team approach in which classroom and resource teachers together developed a plan to increase the peer interactions of the entire class, including children with disabilities. The purpose of the research was to assess the generalization of effects to a new program target (children's on-task behavior during circle time) and over time (3 months). The experimental phases of baseline, supervisor training, and follow-up were introduced in a multiple-baseline design across four preschool classes, each containing 2 children with disabilities. Behaviors of teachers, 8 children with disabilities, and 8 comparison children were measured during daily 20-min training sessions (indoor play periods) and generalization sessions (circle time). Results indicated that following supervisor training, teachers increased their focus on groups of children that included children with disabilities in both training and generalization sessions. After supervisor training, children with disabilities and comparison children increased their peer interactions during training sessions and their on-task behavior during circle time. Changes in teachers' and children's behaviors in both settings were maintained at the 3-month follow-up observation. Implications for teacher training and consultation are discussed.

Use of Delayed Praise as a Directive and Its Effectiveness on On-Task Behavior

ABSTRACT This study investigated the effectiveness of delayed, directive praise on the on-task behavior of children identified as having a low level of attention. Utilizing an A-B-A-B single subject design, each child received delayed praise, employed as a directive for future behavior, from his or her classroom teacher during the treatment phases. The on-task behavior of each participant rose substantially between the initial baseline and treatment conditions and remained elevated throughout the study. Similarities between student performances suggest that students with low on-task behavior respond positively to delayed, directive praise and that the positive effects of such praise generalize over time.

The use of a weighted vest to increase on-task behavior in children with attention difficulties.

Children described as having attention deficit hyperactivity disorder often demonstrate inability to sustain visual attention during classroom fine motor activities. This study investigated the effect of wearing a weighted vest (deep-pressure sensory input) on children's on-task behavior in the classroom. Four students with documented attention difficulties and hyperactivity were timed with a stopwatch to measure their on-task behavior during fine motor activities in the classroom. All 4 students were timed for six 15-min observations without wearing a weighted vest and for six 15-min observations while wearing a weighted vest. On-task behavior increased by 18% to 25% in all 4 students while wearing the weighted vest. Additionally, 3 of the 4 students frequently asked to wear the vest other than during the observation times. These preliminary findings support the hypothesis that wearing a weighted vest to apply deep pressure increases on-task behavior during fine motor activities.

Consultee and Client Remedial and Preventive Outcomes Following Consultation: Some Mixed Empirical Results and Directions for Future Researchers

A multiple baseline across-subjects design was used to study consultee and client remedial and preventive behavior change in live school-based consultations. Three second-grade teachers served as consultees while a target student exhibiting excessive off-task behavior in each of their classes served as clients. Behavioral observations were gathered along with measures of consultee brainstorming skills and data from structured teacher interviews. Results indicated improvements in children's on-task behavior ranging from 2% to 143% during consultation versus baseline phases. Although all three teachers reported that they implemented the planned intervention, observational data cast serious doubt on this conclusion. Generalization of the planned intervention to nontarget students and improvements in consultee brainstorming skills were not found. Factors believed to have influenced the outcomes of these consultation cases are reviewed, along with implications for future research and practice.

Learning Disabled Children's Classroom Behaviors and Teacher—Child Interactions

Studies of the behaviors of learning disabled children in the classroom consistently find that these children spend less time engaged in on-task behavior and more time engaged in off-task behavior than academically successful children. However, generalizations concerning their attending behaviors are limited to regular classrooms insofar as learning disabled children's on-task behavior increases markedly when they are in special education resource rooms or self-contained classrooms. The interactions of learning disabled children and teachers are likewise affected by several factors such as the type of teacher and setting, and the grade, sex, and race of the child. While learning disabled children receive more praise from regular classroom teachers, they also receive more criticism. Special education teachers, however, have interactions with the learning disabled which are consistently more positive. However, most of our data are based on White, middle-class males; when other subject variables are examined there are intriguing differences which suggest that sex, race, and grade of the learning disabled child interact with teacher expectations and behavior.

Changes in Peer Verbalizations Accompanying Individual and Group Contingencies to Modify On-Task Behavior

Group and individual contingency arrangements were alternately applied to modify the on-task performance of 5 behavior-disordered children. Concurrent records were maintained regarding the children's task-relevant (facilitating) and non-task-relevant (inhibiting) verbalizations to peers. Both contingency arrangements were effective for controlling the children's on-task behavior while only the group contingency was associated with changes in their verbalizations. Specifically, the group contingency, as compared to the baseline and the individual contingency, was accompanied by a significant increase in facilitating verbalizations by peers. Moreover, the group contingency, in relation to the baseline but not the individual contingency, resulted in significantly fewer inhibiting verbalizations. The individual contingency did not affect either facilitating or inhibiting verbalizations of peers.