Student Off-task Behavior Research Articles

Pengaruh Teknik Reinforcement Terhadap Perilaku Off-Task Behavior Siswa SMK Swasta Kristen BNKP Gunungsitoli

This study used a quantitative approach with quasi-experimental methods with a pre-experimental research design type one group pretest-posttest design. This study aims to determine the effect of reinforcement techniques on the of-task behavior of students of BNKP Gunungsitoli Private Vocational School. This research population is students at Christian Private Vocational School BNKP Gunungsitoli. The sample of the study was class XI-TKJ-1 whose number of students was 19 children. The average result of the pretest was 10.84, after the pretest was carried out then given treatment in the form of using reinforcenment to reduce off-task behavior, during the treatment there was a change, namely the student's off-task behavior decreased which can be seen from the posttest results where the average was 1.16. To test the significance by testing the accepted alternative hypothesis (Ha), it is known that the significance value is 0.00 < 0.05 which means that variable X influences Variable Y, it is stated that there is a change in off-task behavior before and after reinforcement techniques are given.

Perceptions of Tutors on Learner Behaviors Utilizing Computer Programs: Focusing on Off-Task Behaviors of Students with Dyslexia

Perceptions of Tutors on Learner Behaviors Utilizing Computer Programs: Focusing on Off-Task Behaviors of Students with Dyslexia

The Effect of Proactive Classroom Management Training Program on Off-Task Behaviors of Students in Inclusive Classrooms

Bu çalışmada, kaynaştırma uygulaması yürütülen ilkokul sınıflarında çalışan sınıf öğretmenlerine verilen sınıf yönetimi eğitiminin öğrencilerin ders dışı davranışları üzerindeki etkisi incelenmiştir. Çalışmanın katılımcıları, Eskişehir il merkezinde bulunan devlete bağlı bir ilkokulda, sınıfında özel gereksinimli öğrenci bulunan 18 sınıf öğretmeni ve bu sınıflarda öğrenim gören öğrencilerdir. Çalışmada, tek grup ön test-son test desen kullanılmıştır. Araştırmanın verileri, Güner-Yıldız ve Elmas (2019) tarafından geliştirilen Ders Dışı Öğrenci Davranışları Gözlem Formu ve Güner (2010) tarafından geliştirilen Sınıf Yönetimi Bilgi Testi ile toplanmıştır. Katılımcı öğretmenlere Önleyici Sınıf Yönetimi Eğitim Programı (ÖSYEP) ile eğitim verilmiş; eğitimin ardından katılımcı öğretmenlerin sınıflarında ÖSYEP eğitimi sırasında verilen bilgilerin uygulanmasına yönelik gözlemler yapılarak sınıf öğretmenlerine sınıf yönetimi uygulamalarına ilişkin dönüt verilmiştir. Elde edilen bulgular, öğretmenlerin ÖSYEP ile sınıf yönetimi eğitimi ve sınıf yönetimleriyle ilgili dönüt almalarının etkili sınıf yönetimi stratejilerine ilişkin bilgilerini arttırdığını ve sınıflarındaki öğrencilerin ders dışı davranışlarını azalttığını ortaya koymuştur.

The Effect of Student Off-Task Behaviors on High School English Language Teachers Burnout

The main purpose of the study is to identify particular student misbehaviors in English language courses in high schools that lead to English language teachers’ bournout. The data were collected through teacher interview and a questionnaire. The participants involved 12 teachers of English language in total who work at two different high schools. The study was conducted in two phases. In the first phase of the study, an open-ended interview was conducted with 4 teachers from the first high school. A content analysis was carried out in order to find out the misbehaviors teachers mentioned during the interviews. In the second phase of the study, a questionnaire including 12 misbehaviors that were mentioned by the first group of teachers was administered to 8 teachers from the second high school. These teachers were asked to rate the frequency of their burnout based on these misbehaviors. The correlational results revealed 9 specific misbehaviors that cause English language high school teachers feel burnout. The results indicated that certain misbehaviors in the classroom make high school English language teachers feel overwhelmed. It was concluded that particular student misbehaviors are common in English classes in high schools, and these misbehaviors can cause English language teachers lose their motivation.

The association of children’s participation in school physical activity opportunities with classroom conduct

Studies consistently demonstrate that providing children with physical activity opportunities in the classroom is related to reduced off-task behavior. This study evaluated the impact of different activity opportunities on teacher redirects of student off-task behaviors in the academic classroom. Observations (n = 13,682) of teacher redirects and activity opportunities across the school day were conducted in one low-income school. A multi-level mixed effects logistic regression explored the likelihood of observing teacher redirects following activity opportunities. Teacher redirects were less likely to occur for up to 60 min following physical activity opportunities in the classroom. Physical activity opportunities outside of the classroom did not reduce teacher redirects. Classroom-based physical activity is a potential strategy for reducing teacher redirects of off-task behavior.

The Effects of a Mindfulness and Biofeedback Program on the On- and Off-Task Behaviors of Students with Emotional Behavioral Disorders

Research suggests that mind-body techniques are useful for enhancing self-regulatory behaviors, including attention and emotional regulation. The majority of research in this area focuses on adult behavior. However, there has been a growing interest in using mindfulness techniques with children and more recently, in the school setting. Students identified as emotionally disturbed (ED) could potentially benefit from such interventions. In this study, a 12-week mind-body curriculum utilizing mindfulness and game-based biofeedback techniques was implemented in special education emotional support classrooms with elementary and middle school students. A quasi-experimental design was implemented to examine the effects of the mindfulness and biofeedback program on students’ on-task and off-task behaviors in the classroom. Results indicated significant decreases in overall off-task behaviors and improvements that approached significance in on-task behaviors for the participants in the treatment group (n = 14) compared to the participants in the control group (n = 17). The potential benefits of using a mindfulness and biofeedback program with ED students are discussed as well as limitations of the study, implications for practice, and recommendations for future research.

Examining Self-Monitoring Interventions for Academic Support of Students with Emotional and Behavioral Disorders

AbstractResearchers have found that English teachers in the United States of America (USA) perceive providing writing instruction to students with emotional behavioral disorders (EBD) as a difficult task. This could be associated with the fact that students with EBD often work below skill level in the content area of writing compared to same age peers. Researchers continue to investigate interventions to increase academic outcomes for students with EBD. Utilizing a single case design, three middle school students with EBD were observed in a self-contained classroom to determine the effects of a traditional and technology based self-monitoring intervention focused on decreasing student off-task behaviors while increasing scores on writing assignments. The study took place in an urban school district within the Southeastern region of the USA. Results indicated that the first two intervention phases were equally as effective at reducing off-task behaviors. Additionally, the third intervention phase led to decreased off-task behaviors and increased writing scores for all students compared to the previous two phases. Social validity assessments indicated that the self-monitoring interventions were useful and relevant for teachers and students with EBD in the self-contained setting. Implications for teachers and educational researchers are discussed within this article.

Effects of Classroom-Based Physical Activities on Off-Task Behaviors and Attention: Kindergarten Case Study

The qualitative case study’s purpose was to determine if classroom-based physical activities would affect student off-task behaviors during instruction and students’ perceptions of ability to focus before and after activities. Research questions focused on kindergarteners’ ability to focus after classroom-based physical activity, perceptions of their ability to focus change with implementation of classroom-based physical activity, and effect of classroom-based physical activity on behavior. Kindergarteners were involved in daily activity stations such as jumping on trampolines, walking balance beams, crawling, and hopscotch. Three students were purposively selected as participants. Data were collected using interviews, video recordings, field notes, and off-task behavior frequency charts and analyzed using a constant comparative method. Study results indicated that implementation of classroom-based physical activities decreased students’ off-task behaviors. Decrease in off-task behaviors increased students’ perceptions of their ability to pay attention and remain on-task. Recommendations for future research include using a control group and participants diagnosed with ADHD.

White Noise to Decrease Problem Behaviors in the Classroom for a Child With Attention Deficit Hyperactivity Disorder (ADHD)

Continuous white noise played through headphones was used as a classroom intervention to reduce off-task behavior and increase assignment production and accuracy for a child with Attention Deficit Hyperactivity Disorder (ADHD). When listening to white noise the student's off-task behavior decreased from 89% during baseline to 62%. Subsequently, he began taking a stimulant medication for his ADHD. Pharmacotherapy alone (65% off task) was approximately equivalent to white noise alone. When medication was combined with white noise his off-task behavior decreased to 45%. Assignment production was also enhanced while listening to white noise, whereas accuracy remained high throughout.

Student Off-Task Behavior in Computer-Based Learning in the Philippines: Comparison to Prior Research in the USA

BackgroundOff-task behavior can be defined as any behavior that does not involve the learning task or material, or where learning from the material is not the primary goal. One suggested path for understanding how to address off-task behavior is to study classrooms where off-task behavior is less common, particularly in Asia, in order to understand why off-task behavior is less common in those settings.PurposeIn this paper, we discuss three studies that examine the differences in the off-task behavior of students using intelligent tutoring software in the Philippines and the United States. We investigate whether Filipino students using intelligent tutors exhibit significantly less off-task behavior than their American counterparts, in line with the previously observed patterns of off-task behavior in traditional classrooms in East Asia and Southeast Asia. Using identical intelligent tutors in both countries allows us to control for confounds due to differences in curricula.Research DesignIn the first study, approximately matched cohorts of students in classrooms in the United States and Philippines used the same educational software (the Scatterplot Tutor) for an equal amount of time and according to an identical research protocol. In the second and third studies, students in the Philippines used different intelligent tutoring systems for a fixed amount of time.Data Collection and AnalysisAs students used the software, researchers used a quantitative field observation protocol to record their behaviors. From the quantitative field observations, we computed an approximate percentage of time that each student was off-task and then calculated the average time off-task for each group under study. An additional behavior, gaming the system (intentional misuse of educational software) was also coded.FindingsIn the first study, students in the United States were off-task, on average, seven times more than students in the Philippines. Interestingly, however, the proportion of gaming the system was higher in the Philippines than in the United States. In the second and third studies, the incidence of off-task behavior was comparable to the frequency of off-task behavior in the Philippines in the first study, and substantially lower than the frequency of off-task behavior in the United States in the first study or in prior research on off-task behavior in the United States.Conclusions / RecommendationsThe results of the first study suggest that the previously observed differences in off-task behavior between the United States and Asia cannot be attributed simply to differences in curricula. Understanding the relative roles of cultural factors and past experiences with adaptive educational technology in student off-task behavior is an important area of future work.

Clicking Away: Repurposing Student Response Systems to Lessen Off-Task Behavior

Self-monitoring is a well-documented practice to assist educators with addressing students' behavioral challenges. However, little research has examined technology to support students' self-monitoring. Within this study, three elementary students were taught self-monitoring skills using student response systems to increase on-task behaviors in an inclusive setting. When prompted by the teacher, students identified as having an emotional disability or students at risk for behavioral challenges used a student response system to record if they were on or off task. A single-subject withdrawal design indicated the frequency of each student's off-task behavior decreased during use of the student response system. During the withdrawal and maintenance phases, frequency of the behavior returned to baseline levels. The technology supported improved student behavior when used, but students were unable to maintain the improved on-task behavior when they were not self-monitoring. Student and teacher perceptions of the student response system technology verified the off-task behavior data; students and teachers were positive about the use of the technology as a self-monitoring tool.

The Impact of Teaching Self-Determination Skills on the On-Task and Off-Task Behaviors of Students With Emotional and Behavioral Disorders

A multiple baseline across participants design was used to examine the functional relation between the Self-Determined Learning Model of Instruction (SDLMI) intervention and the on- and off-task behaviors of high school students with emotional and behavioral disorders (EBD). The results showed that all four students significantly increased on-task behaviors and decreased off-task behaviors and all four participants maintained the increase of on-task behaviors and the decrease of off-task behaviors after the intervention was withdrawn. All four students made progress toward their goal of implementing on-task behavior in the classroom and generalized on-task behavior to a second general education classroom. The study provides evidence of effective self-determination instruction that supports students to improve their behavior in a general education classroom. Implications for practice and future research are provided.

Teacher Classroom Management Behaviors and Student Time-on-Task: Implications for Teacher Education

An investigation of 17 second-grade and 17 fourth-grade classrooms was completed to determine the types of management behaviors teachers exhibited and the impact that these behaviors had on the teaching–learning environment for both teachers and students. Four hours of observational data were collected in each classroom. Data analyses indicated that the teaching–learning environment was greatly affected by the amount and quality of several teacher management behaviors. Teacher retreating, which is defined and discussed, was found to be a significant predictor of student off-task behavior. A detailed discussion of how the research findings can be used in teacher preparation programs is provided.

An Examination of One-to-One Computing in the Middle School: Does Increased Access Bring about Increased Student Engagement?

This study explores configurations of laptop use in a one-to-one environment. Guided by methodologies of the Concerns-Based Adoption Model of change, an Innovation Configuration Map (description of the multiple ways an innovation is implemented) of a 1:1 laptop program at a middle school was developed and analyzed. Three distinct configurations showed a range in fidelity of laptop integration at the school. A second finding showed a range of off-task behaviors as part of each configuration. We chose to more deeply explore if a relationship between the individual configurations and student off-task behaviors existed. We found that increased access to laptop computers does not always equate to increased student engagement. Implications of this study extend to teachers, school administrators, and teacher educators.

Student Off-task Behavior and Motivation in the CALL Classroom

Recent research has suggested that the misuse of intelligent tutoring software is correlated with lower learning. This article investigates the frequency and impact of different kinds of off-task behavior in three intact CALL classrooms using two intelligent tutoring systems (DynED and ALC) for English language learning. Thirty Japanese university students in each class were observed for four weeks to investigate whether off-task behavior had an effect on performance. It was found that students seemed to engage in far less misuse of the software than was hypothesized, but that off-task behavior was nevertheless strongly correlated with overall performance and post-test scores. Further analysis suggests that two motivational factors (Attitude toward the Target Group and Perceived Usefulness of English) were good predictors of specific off-task behavior.

The Use of Self-Monitoring to Reduce Off-Task Behavior and Cross-Correlation Examination of Weekends and Absences as an Antecedent to Off-Task Behavior

ABSTRACT Decreasing the off-task behaviors of students with disabilities through self-monitoring has been a focus of repeated study in the literature. This study investigated the effects of self-monitoring and self-recording on the duration of off-task behaviors in a 6-year-old male with mild mental retardation and behavior problems. A reversal design was used to collect data over a 12-week period in a community-based instruction classroom. Visual and statistical analyses indicate that self-monitoring was effective in decreasing off-task behaviors. Also, a cross correlation between duration of off-task behavior and the occurrence of student absence from school as an antecedent indicates an extremely weak relationship between the two variables. Results of this study indicate that self-monitoring was highly effective in decreasing the duration of off-task behaviors and that absence from school is not related to increases in off-task behavior the following day.

Johnny won’t read, and Susie won’t either: Reading instruction and student resistance

Why are children off task? What is going on in classrooms where a majority of children are off task? In this study we analyzed primary-grade classroom literacy instruction in which there was considerable off-task behavior. Using Turner and Paris’s frame for understanding student motivation in the classroom, we analyzed 73 activity settings where students were off task at least 25 percent of the time for instructional characteristics positively associated with student motivation: choice, challenge, control, collaboration, constructing meaning, and consequences. Student off-task behavior was prevalent in classrooms where few of these six variables were present and instructional tasks were characterized as ‘closed’, i.e. where the products and processes were predetermined. Where there was indication of a high degree of off-task behavior, a disproportionately high number (23 of the 28 data sets) were from classrooms that used scripted literacy instructional programs. Findings are interpreted using both psychological and critical frameworks.

The Effects of Crossgroup Feedback on Off-Task Behavior in a Physical Education Setting

The purpose of this study was to determine the effect of feedback given to (a) target student(s) from same sector (close by) and (b) opposite sectors (at a distance) on the off-task behavior of middle school physical education students. The design used in this investigation was a reversal A-B-A-B with two treatments, single case design across subjects. The two treatments (independent variables) were same sector feedback and opposite sector feedback. Data were collected on the dependent variable of off-task behavior and the variables of rate and type of feedback, student and teacher location, and teacher movement. Results indicated consistency in the decline of off-task behavior for all classes when opposite sector (crossgroup) feedback was implemented, which suggests that teacher feedback at a distance can be an effective technique for reducing student off-task behavior. In all but one case, off-task behavior rates reduced markedly at the point when the intervention was introduced. The results also indicated both participating teachers tended to use more skill feedback and less management feedback with their classes when using crossgroup feedback.

The Effect of Observation Focus on Evaluations of Choral Rehearsal Excerpts

Seven rehearsal excerpts demonstrating research-identified teaching characteristics were presented to university music majors ( N = 176) for ratings. Subjects watched either a videotape focused on the teacher or another focused on students. Numerical ratings from 1 to 10 were assigned by subjects to 10 categories of student and teacher behavior: time use, musicianship, accuracy of presentation, student attentiveness, student performance quality, enthusiasm, intensity, pacing, personality, and overall effectiveness. Results demonstrated that subjects gave their highest ratings when viewing the teacher and lowest ratings when viewing students. The highest-rated excerpt contained a hw percentage of student off-task behavior (6.53%), a high percentage of approvals (71%), moderate eye contact (2730%), many activity changes (27), a high percentage of student response time (66%), and rapid pacing, as indicated by an average length of both teacher and student activities of 5-6 seconds.

Using an Instructional Intervention to Reduce Problem and Off-Task Behaviors

Functional relationships between the presentation of easy versus difficult math tasks and the occurrence of problem and off-task behaviors of students with emotional or behavioral disorder (EBD) were investigated. Subsequently, the effects of academic instruction on the accuracy of responses to difficult tasks and the occurrence of problem and off-task behaviors were assessed. The results of independent experiments conducted with two third graders indicated (a) the existence of functional relationships between the presentation of difficult tasks and occurrences of problem and off-task behaviors among students with EBD and (b) the effectiveness of academic instruction on reduction of escape-motivated problem and off-task behaviors.