Off-task Behavior Research Articles

Implementing the Color Wheel System in an Inclusive Middle School Setting

The Color Wheel System (CWS), a class-wide, rule-based behavioral management strategy, is a successful intervention to reduce off-task behaviors for elementary school students. However, this intervention has rarely been investigated in the middle school setting. The current study implemented the CWS within three sixth-grade general education inclusionary classrooms in a middle school in the United States. A multiple-baseline across classrooms design evaluated the effects of the CWS on class-wide inappropriate vocalizations. Partial-interval time-sampling recorded intervals when any student in the class displayed inappropriate vocalizations. Visual analysis of time-series graphs and effect size measures indicated that the CWS created large, immediate, and sustained decreases in inappropriate vocalizations across all classrooms. Implications for using the CWS as a class-wide behavioral management strategy within the middle school setting and directions for future research are discussed.

An acceptability and feasibility investigation of a community-based motor program for autistic children with moderate and high support needs

BackgroundGeneral motor impairments are ubiquitous in Autism and are positively correlated with autism symptom severity. This study assessed the feasibility and acceptability of a 13-week community-based motor program for autistic children with moderate and high support needs (MHS). MethodIn this exploratory single arm within-subject study, 10 autistic children with MHS, ages 4–10 years, completed a community-based motor program delivered in a one-on-one format by therapists. Feasibility was determined through recruitment, retention, attendance, enjoyment, engagement and useability of motor, physical activity (PA), and behavioural assessment tools. Thematic analysis evaluated post-intervention semi-structured parent interviews. ResultsHigh program attendance and retention were demonstrated, and therapists reported child engagement and enjoyment were high. Identified themes revealed parents perceived unexpected substantial positive impacts including improvements in social, motor, and behavioural outcomes. They highly valued both the program and the therapeutic relationships fostered within it. Although parents of the children with the higher support needs reported the most substantial improvements, these children were unable to score on motor assessments due to difficulties following instructions and off-task behaviours. Additionally, only four participants wore an accelerometer-based PA monitor. ConclusionsThis community-based motor program was considered feasible and acceptable by the children’s parents, and qualitative findings provided valuable insights into clinical practice for children with MHS. However, recruitment challenges and assessment tools being unfeasible for children with higher support needs led to low participant numbers. Future evaluations should explore alternative assessment measures and study designs, given the challenges associated with studying such a heterogenous and complex group.

Effects of Ball-Vests for Children Exhibiting Sensory Seeking Behaviour: A Pragmatic Randomized Controlled Trial

ABSTRACT Children with challenges processing sensory information can have difficulties affecting their ability to participate in school activities, which may affect their potential for learning. The aim of this study was to examine the possible effects of an intervention with three weeks use of ball-vests that provide proprioceptive-tactile stimulation for children exhibiting sensory seeking behaviour. Methods: The study was a pragmatic randomized controlled trial that included 142 children (105 boys and 37 girls, mean age 8.9 years) with dysfunction in sensory processing and sensory seeking behaviour. The children´s ability for attention was measured with the “Test of Everyday Attention-Children” (TEA-Ch), their occupational competence in school activities with the “Child Occupational Self-Assessment” (COSA) and the extent of off-task behaviour with the “Observational off-task Behavior among School-children” (OBS-Children). Data was analysed using linear mixed model regression. Results: Children in the intervention group had a significantly larger increase in self-assessed occupational competence than children in the control group (B = 5.78, p = 0.004). No differences regarding attention or extent of off-task behaviour between intervention and control group were found. Trial registration: ClinicalTrials.gov identifier: NCT04173871..

From High Discipline Referrals to High-Engagement Classrooms: A Design-Based Approach to Creating a Campus-Wide Culture of Positive Learning Support for At-Risk Student Populations through Transforming Educators’ Instructional Teaming Practices

Instructional leaders in many school districts throughout the United States are increasingly confronted with spiraling numbers of discipline referrals from teachers who are unable to manage the off-task behaviors and discipline infractions of the growing percentages of diverse, academically at-risk students populating their classrooms. Many of these at-risk students, who come from families that are economically disadvantaged and have culturally rich and linguistically diverse backgrounds, have become stigmatized and minoritized by an education system whose curricula are often woefully inadequate in being able to meet the unique social and academic support needs of these diverse learners. This article profiles how one high school principal and his instructional turnaround leadership task force colleagues working in a high diversity urban school district utilized multi-leveled data analysis investigative thinking and innovative professional learning program design strategies derived from the education improvement science literature to implement a comprehensive intervention program for ninth through twelfth grade teams of core content teachers and their instructional supervisors. The specific goals of the intervention program were to: 1) change educators’ entrenched pedagogical thinking and instructional planning mindsets regarding the motivation levels and learning capabilities of the high discipline referral students who regularly engage in off-task disruptive behaviors in their classrooms; and 2) transform teachers’ instructional data teaming practices to better serve the academic learning support needs of the campus’s minoritized students. The design-based approach to instructional improvement employed in the high school case study leveraged the use of multiple cycles of new knowledge and skills acquisition, critical self-reflection, and immersive professional learning to assist educators in exploring how to engage together in authentic data teaming and data analysis–informed differentiated instructional planning to craft high-engagement classroom learning environments and interactive instructional units to effectively address the academic development and support needs of the campus’s diverse, at-risk learners.

Evaluation of the Collaborative and Proactive Solutions Model in an Alternative Educational Setting

The aim of this study was to evaluate the Collaborative and Proactive Solutions (CPS) intervention in an alternative educational setting for students with behavioural problems. The effect of the CPS intervention on students’ off-task behaviour was studied using a single-subject experimental design that included two students with behavioural problems via systematic direct observations and direct behaviour ratings. The usability of the CPS intervention was investigated through questionnaires and interviews with the participating students and teacher assistant. The results revealed no significant effects of the CPS intervention on students’ off-task behaviour. The students and teacher assistant viewed the CPS intervention as acceptable but the teacher assistant’s ratings of the feasibility of the intervention were lower, together with the ratings of the extent to which the intervention matched the socio-political climate of the educational setting.

The Effects of Chromebook Use on Student Engagement

This action research project is intended to determine the effects of Chromebook technology on student engagement in the secondary classroom. The study involved a classroom of first-year students enrolled in a health course. These students used Chromebooks for the first time as part of the one-to-one (1:1) initiative. Chromebooks were utilized as a part of the curriculum, incorporating daily lessons, teaching tools, applications, and various activities for student learning. Data collection methods included observations, teacher journals, and field notes. On-task and off-task behaviors were noted, and the results of the data analysis showed the level of engagement involved when using Chromebooks in the classroom. Levels of engagement were explored through a six-week study in a 9th-grade classroom comprised of 28 students using Chromebook one-to-one. Engagement included focus, interest, participation in the lesson and activity, and positive social interactions between the teacher and classmates. This action research investigation indicated that incorporating Chromebook technology into lessons effectively increased student engagement and motivation.

What’s metacognition got to do with the relationship between test anxiety and mathematics achievement?

Research examining the joint relationships between test anxiety, metacognition, and mathematics achievement revealing the mediational role of metacognition in the relationship between test anxiety and mathematics achievement is sparse. A mediation study was designed to redress this imbalance. The Children’s Test Anxiety Scale (CTAS), Junior Metacognitive Awareness Inventory (Jr. MAI), and Mathematics Achievement Test (MAT) were distributed to 943 (442 males and 501 females) Grade 7 (n = 477) and Grade 8 (n = 466) students aged between 11–12 (Mage = 11.5, SD = .88) and 11–13 (Mage = 12, SD = .91) years, respectively. In this study, multiple mediation models were tested to explore the role of metacognition as a mediator of the effect of test anxiety on mathematics achievement. Results indicate that although both test anxiety and metacognition were significantly related to mathematics achievement, metacognition was not a statistically significant mediator in the relationship between test anxiety and mathematics achievement. Specifically, the knowledge of cognition component of metacognition was the only significant mediator, mediating the relationship between off-task behaviors and mathematics achievement. Findings support the beneficial role of metacognition with the rewarding side of a key implication that without developing metacognitive knowledge, efforts at alleviating test anxiety to maximize achievement in mathematics may well be fruitless. Educational and practical implications are discussed.

App-based self-monitoring as an intervention to support attention in students with learning difficulties

This study examines the effectiveness of an app-based self-monitoring intervention to support attention in students with learning difficulties. Two quantitative single-case studies were conducted in special education school settings. Study 1 used an AB design in which 12 seventh-grade students with learning difficulties were assessed for attentional behavior during a math exercise by systematic observation using the Munich Attention Inventory with five-second time sampling by two raters. Study 2 used a multiple baseline design to assess the attentional behavior of three students with combined learning and attention difficulties during a math exercise by systematic observation using Direct Behavior Rating to measure on-task and off-task behavior. Both studies also used a competency screening to elicit teacher ratings of change in attention behavior in a pre-post measurement. The results indicate that the app-based self-monitoring interventions were successful, highlighting the potential of app-based self-monitoring to support students with learning and attention difficulties. In particular, the development of personalized self-monitoring interventions holds promising potential for improving learning outcomes in this target group.

K-12 teachers’ beliefs about and reactions to students’ off-task technology use

The increase of technology in classrooms has changed the way instruction is delivered and received, both positively and negatively. The negative effects of off-task technology use on student learning are well-documented. However, little research has been conducted on how students’ off-task technology use affects teachers. The purpose of this study was to examine K-12 teachers’ beliefs about and reactions to students’ off-task technology use during instruction. Two hundred sixty-two Kentucky K-12 teachers completed an online survey assessing their views on the following: multitasking, impacts of students’ off-task technology use on students, and impacts of students’ off-task technology use on themselves. Teachers reported that off-task technology use hindered student learning and was a barrier to their teaching efforts. Many teachers experienced negative emotional reactions as a result of students’ off-task behavior. Teachers who believed individuals are less able to multitask viewed off-task technology use as more problematic. Lastly, high school teachers observed more off-task technology use than middle school teachers, and middle school teachers observed more than elementary teachers. Our results demonstrate that most teachers view off-task technology use as detrimental to student learning and teaching efforts. We discuss the relevance of belief in the myth of multitasking to widespread technology use for on- and off-task purposes and implications for students and teachers.

The Use Of Behavior Contract Techniques To Reduce Off-Task Behavior For Children With Emotional And Behavioral Disorders At SLB X

This study was conducted was found cases of children with emotional barriers who had difficulty completing the assigned tasks because the off-task behavior that appeared was relatively high. The purpose is to find the use of behavior contract techniques in dealing with off-task behavior in children with emotional and behavioral barriers at SLB X. This research is quantitative research with experimental research methods, with a single subject research type. The design of this study is A1-B-A2. The subjects of this study were students with emotional and behavioral barriers. Data collection is carried out by observation methods. The focus of observation is aimed at off-task behavior in the form of leaving the seat. The data obtained are analyzed through descriptive statistical analysis techniques presented in the form of graphs. The components in this study were analyzed using analysis in conditions and analysis between conditions. The results showed that the use of the behavior contract technique was able to reduce the off-task behavior of children with emotional and behavioral barriers at SLB X seeing a decrease in the mean level of each phase. Due to the limited ability of researchers, it is hoped that researchers will further develop the use of this behavior contract technique on other off-task behavior and conduct research with more than one subject using the same or different research.

Effects of a reading dog programme on reading skills and task-related behaviour in special needs education

ABSTRACT In this study, we randomly assigned struggling readers in special needs education (n = 23; 8–12 years of age) to a dog-assisted reading intervention or a similar intervention without a dog present. Students participated in 30-minute reading sessions twice a week for a total of six weeks. Using two standardised tests we measured reading skills before, immediately after, and three months after the intervention. In addition, the task-related behaviours and emotional expressions of a sub-group of these students (n = 17) were observed during the sessions. Results show that students who received the dog-assisted intervention had a higher increase between the pre- and post-test in their reading scores on two standardised tests, for both single-word reading and full-text reading. Differences between the groups at the follow-up measurement were present, but not significant. Observations indicated that the group receiving the dog-assisted reading intervention showed a longer duration of on-task behaviour and positive emotions during the sessions. No differences in the duration of off-task behaviour and negative emotions were found.

Using Technology-Based Self-Monitoring to Promote On-Task Behavior

Paying attention during academic instruction plays a significant role in learning. Students with off-task behaviors are less likely to obtain desired learning outcomes. Technology-based self-monitoring is one of the strategies designed to address this issue. This article introduces technology-based self-monitoring (TBSM) for elementary educators of students with and without emotional and behavioral disorders. Specifically, we describe the development of self-monitoring technologies, present suggestions for designing effective TBSM interventions, and discuss I-Connect as an example to illustrate how TBSM interventions work.

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

Student Interview-Informed Behavior Contracts for High School Students Identified as at Risk

Addressing the challenging behavior of students requires evidence-based interventions that can be implemented in school settings; however, there is a relative lack of literature investigating effective strategies for high school students in secondary settings. Behavior contracts have been used to address challenging behavior in elementary and middle settings but less so in high school settings. Furthermore, the extent to which they have involved student input at the high school level has been unclear despite research indicating that collaborative intervention development processes may be associated with several additional benefits beyond effectiveness. Despite these empirical shortcomings, behavior contracts may be well suited to address individual high school students’ challenging behavior given their flexibility, collaborative nature, and use of goal setting and clearly stated contingencies (i.e., rules) to promote behavior change. Thus, the purpose of this study was to evaluate the acceptability and effectiveness of a structured interview-informed behavior contract intervention to address the disruptive behavior of high school students. Specifically, we used a multiple baseline design across three students and found that the interview-informed behavior contracts were effective in increasing their academically engaged behavior (Tau = .62) and decreasing disruptive and passive off-task behavior. Limitations and future directions are discussed.

Contextualized Logging of On-Task and Off-Task Behaviours During Learning

Learners use digital media during learning for a variety of reasons. Sometimes media use can be considered “on-task,” e.g., to perform research or to collaborate with peers. In other cases, media use is “off-task,” meaning that learners use content unrelated to their current learning task. Given the well-known problems with self-reported data (incomplete memory, distorted perceptions, subjective attributions), exploring on-task and off-task usage of digital media in learning scenarios requires logging activity on digital devices. However, we argue that logging on- and off-task behaviour has challenges that are rarely addressed. First, logging must be active only during learning. Second, logging represents a potential invasion of privacy. Third, logging must incorporate multiple devices simultaneously to take the reality of media multitasking into account. Fourth, logging alone is insufficient to reveal what prompted learners to switch to a different digital activity. To address these issues, we present a contextually activated logging system that allows users to inspect and annotate the observed activities after a learning session. Data from a formative study show that our system works as intended, and furthermore supports our assumptions about the diverse intentions of media use in learning. We discuss the implications for learning analytics.

“I want to help kids like me be heard!” A survey about schooling from the perspective of adolescents with ADHD

ABSTRACT This study sought to increase awareness of ADHD though the context of a school assignment completed by a student with ADHD. The student (pseudonym Jim) sought opinions of 67 Australian school students with ADHD between 11-16 years to investigate their schooling experiences. Findings revealed that schooling mostly was a positive experience due to the student/teacher relationship, scaffolded learning opportunities and devices such as fidget toys to reduce off-task behaviours. However, school was challenging for some due to their teachers and peers’ limited understanding of ADHD. These findings provide starting points to ensure educators receive on-going professional learning about ADHD and offer evidenced-based academic supports and interventions to enhance the academic learning for these students. Finally, it is important to consider the personal views of this student group to ensure schooling is a positive experience and teachers gain further knowledge and understanding about ADHD through adolescents’ own life and school experiences.

Efficacy of A Self-Monitoring Intervention for Decreasing Off-Task Behavior Exhibited by a Second Grader with ADHD

Self-monitoring interventions show promise in helping to remediate academic and behavioral challenges for students with attention-deficit/hyperactivity disorder (ADHD). The current study used an ABAB reversal single-case research design to evaluate the effectiveness of a self-monitoring intervention for decreasing off-task behavior exhibited by a second grader with ADHD. The student was taught to self-monitor her task engagement using a MotiveAider™, an electronic device that vibrates at predetermined intervals (MotiveAider™, 2000). Results indicated that upon the implementation of the self-monitoring intervention, the student’s off-task behavior decreased from a mean of 53% to less than 10% in all the intervals observed. The results indicated that the self-monitoring procedure was associated with a decrease in talking to peers and being distracted with learning materials. However, the intervention was least effective in decreasing out-of-seat behavior. Limitations, implications, and future directions are discussed.

The importance of accounting for off-task behaviours during data collection.

The importance of accounting for off-task behaviours during data collection.

Hubungan Self Control dengan Perilaku Off Task Siswa di UPTD SMPN 1 Kecamatan Situjuah Limo Nagari Kabupaten Lima Puluh Kota

Students turn their attention away, students fail to complete assignments, students do not have motivation to learn, and students are not ready to participate in class activities. The purpose of this study was to see whether there is a relationship between self control and off task behavior. This type of research uses a quantitative approach that is correlational which looks at the relationship between two different variables. The population in this study were grades VIII 2, VIII 3, VIII 4 at UPTD SMPN 1, Situjuah Limo Nagari District, Lima Puluh Kota District with a total of 28 students. The research sample consisted of 28 students who were taken using the total sampling technique. Data was collected using a Likert scale instrument and using simple statistics. Correlation of research variables using the r spearmen browt formula, with data analysis techniques using Statistical Product and Service Solution (SPSS) version 22.00. The results showed that the results of the normality test were said to be normally distributed in the correlation test, obtained rcount, 0.608 while rtable with degree of freedom (df) = 28 was obtained with the number 0.374 at a significant level of 0.05, it can be seen that the correlation index (rxy) rcount 0.608 > rtable 0.374, which means that ha is accepted and ho is rejected, meaning that there is a significant relationship between self-control and off-task behavior at UPTD SMPN 1, Situjuah Limo Nagari District, Fifty City District. The correlation that occurs between self control and off task behavior is r = 608 which is located at 0.60-0.799.