Thesis (M.S.)--Auburn University, 2007. / Abstract. Includes bibliographic references (ℓ. 46-57)

Research has shown that self-monitoring can be effective in different settings and with a range of students as well as problem behaviors. However, teachers who use self-monitoring techniques have difficulties in using an effective cueing system as well as generalizing the newly acquired skill into the general education classroom. This study extends the literature by utilizing a tactile cueing device to increase the percentage of intervals of on-task behavior as well as increasing the intervals of on-task behavior in an inclusive general education classroom setting.

Using a single-subject multiple baseline design across participants, this study examined the impact of computer-assisted biofeedback to promote engagement of students diagnosed as having autism spectrum disorder. The study was conducted in a public school classroom setting. Specifically the on-task behavior during an individualized academic activity was investigated. Three 9-10 year old children participated in the study. In the baseline phase, data was collected on speed to engagement and percentage of time on-task during an academic activity. A 15-second momentary time sampling procedure was used for a 5 minute session each day of the week for a five week period to measure the participant's engagement. In the intervention phase, the participants completed a three to four minute computer-assisted biofeedback session prior to the academic activity and collection of data on engagement. In addition, data were collected on performance level of the academic activity. Data were also collected on educator and parent perception of generalization of self-regulation of behavior. The data suggest: (a) speed to engagement increased when using a computer-assisted biofeedback program for all participants; (b) time on-task improved over baseline conditions for all participants; (c) academic achievement was impacted by computer-assisted biofeedback for one participant; and (d) educators perceived a generalization of self-regulation of behavior, while parents did not indicate any generalization of self-regulation of behavior occurred in the home environment.

No description available.

Teachers often need simple ways to implement effective classroom interventions that reduce off-task behaviors for students with or without ADHD (Gaastra, Groen, Tucha, & Tucha, 2016). One intervention that is easy to use and can be implemented with minimal demand on teachers is self-monitoring (Amato-Zech, Hoff, & Doepke, 2006). One prompt that can be used in the classroom for self-monitoring is the MotivAider. The MotivAider is an electronic timer that vibrates to provide a tactile prompt to self-monitor (Amato-Zech et al., 2006). The purpose of this study was to examine the extent to which the MotivAider, a tactile self-monitoring device, could be used to increase on-task behavior of students identified with ADHD and/or behavior disorders. Results from this study indicated that overall the student use of the MotivAider resulted in higher amounts of time on task than teacher use.

No description available.

Classroom-based physical activity is a newly explored avenue for providing physical activity opportunities to children within the school, but it is one that is showing academic gains in areas such as on-task behavior. The purpose of this study was to explore the impact of pedal desks placed in high school classrooms. Three main objectives were examined: 1) The possible increase in physical activity self-efficacy among high school students in the classroom, 2) the effectiveness of pedal desks on increased physical activity among high school students, and 3) the impact of pedal desks on increasing classroom on-task behavior. Participants included 114 high school students in a traditional high school setting. All of the students were enrolled in two Junior Reserve Officers’ Training Corps (JROTC) teachers’ classrooms. The design was quasi-experimental. Two teachers and their respective classes were randomly assigned to a treatment or wait list control group. The study included a baseline and 2 waves. Researchers gathered demographic information of students, as well as pre- and post-data on self-efficacy and physical activity participation. On-task behavior of students was also collected daily by researchers via momentary time sampling. Results indicated lower self-efficacy confidence for the treatment group compared to the control group at the end of the study after controlling for initial scores. Significance was also found for heart rate. Limitations and implications are discussed.

Attention-deficit/hyperactivity disorder (ADHD) is one of the leading diagnoses for children. Children diagnosed with ADHD often have difficulty in many settings including at school as well as in the home. Medication is often a common treatment for these children, however, it has been often shown ineffective when used alone. A review of behavioral interventions, including various self-regulation interventions has been studied. Self-regulation interventions have been shown to be effective for children diagnosed with ADHD primarily in school or academic settings. The purpose of this study was to evaluate the effects of a self-management intervention on the on-task behavior of children diagnosed with ADHD. Specifically, this study aimed to examine the impact a self-management intervention would have on the on-task behavior of children during various routines, both academic and non-academic, in the child's home setting. Participants were trained to use a self-management intervention. As a result of the accurate use of the self-management intervention all three participant's on-task behavior increased. For one participant, the duration of the targeted routine also substantially decreased.

The relationship between students’ physical activity (PA) and on-task behavior in the classroom setting was examined. Given that students spend nearly half of their waking hours in school, researchers have suggested that the school environment could play a crucial role in increasing children’s PA. Physical activity of 157 first- and second-grade students was assessed using ActiGraph (GT1M) accelerometers during school hours. Momentary time sampling (MTS) tracked the on-task behaviors of 72 of the 157 participants every 30 seconds. Multiple linear regressions and paired sample t tests were run to measure students’ classroom PA steps, PA intensity levels in the classroom, and on-task behaviors. Results indicated weak, yet significant, inverse correlations between students’ PA steps, PA intensity levels, and on-task behaviors (R =.40, R2 = .16, p = .01). On-task behaviors and steps taken in the classroom before recess indicate a significant inverse relationship (R = -.18, R2 = .03), indicating the pre-recess classroom steps account for 3% of the variance in on-task behavior. Steps taken in the classroom indicate a significant inverse relationship (R = -.20, R2 = .04) with on-task behavior. The results from the linear regression analysis after recess indicate that the post-recess steps can account for approximately 4% of the variance of the on-task behavior. These overall results suggest that greater PA levels in the classroom setting were associated with less on-task behavior. Results from the t test indicate a significant (t(143) = -4.32, p < .001) increase in on-task behavior (3%) after recess. In conclusion, the present study demonstrated that 84% of the variance in on-task behavior is accounted for by non-PA suggesting that other variables may affect students’ on-task behaviors in the classroom setting.

To test the hypothesis that a discrepancy between expectation and experience with regard to the controllability of outcomes would produce the greatest effect on later task behavior, 70 undergraduate volunteers were directed individually in a multiphase experiment. The first phase was designed to induce expectations of control or lack of control over outcomes. The second phase was designed to confirm or not to confirm the expectations induced. The third phase tested for the effects on later task behavior. The results indicated that the first phase procedure failed to induce the required expectancies, thus preventing a test of the experimental hypothesis. Possible procedural changes were discussed.