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Evaluating the effects of "On-Task in a Box" as a class-wide intervention for increasing on-task behavior and academic performance.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Evaluating the effects of "On-Task in a Box" as a class-wide intervention for increasing on-task behavior and academic performance./
Author:	Battaglia, Allison Ashley.
Description:	1 online resource (84 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: B.
Contained By:	Dissertation Abstracts International77-09B(E).
Subject:	Behavioral psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9781339714745

Evaluating the effects of "On-Task in a Box" as a class-wide intervention for increasing on-task behavior and academic performance.
Battaglia, Allison Ashley.

Evaluating the effects of "On-Task in a Box" as a class-wide intervention for increasing on-task behavior and academic performance. - 1 online resource (84 pages)

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: B.

Thesis (Ph.D.)

Includes bibliographical references

This item is not available from ProQuest Dissertations & Theses.

The present study was designed to replicate and extend the literature on the intervention package, On-Task in a Box, as a class-wide intervention to increase on-task behavior and decrease disruptive behavior. A second purpose of the study was to evaluate the effects of the intervention on students' academic performance. The On-Task in a Box intervention utilized video modeling to train students on how to engage in on-task behavior, as well as how to self-monitor their behavior. Additionally, the intervention included students self-monitoring their on-task behavior using self-recording forms. Depending on select students' percentage of on-task behavior on the self-recording forms, reinforcement was provided through a group contingency. The effects of the intervention were determined through a multiple baseline design across three elementary school classrooms (1st and 2nd grade). Target students were identified to determine the effects of the class-wide intervention on individual students. Data were collected on class-wide and target students' on-task and disruptive behavior and class-wide and target students' academic productivity and accuracy. Results indicated the On-Task in a Box intervention was effective at increasing on-task behavior and decreasing disruptive behavior. However, no differences in academic performance were found. Furthermore, teachers and target students found the intervention to be acceptable and effective for improving behavior.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781339714745Subjects--Topical Terms:

1179418
Behavioral psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Evaluating the effects of "On-Task in a Box" as a class-wide intervention for increasing on-task behavior and academic performance.
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245 1 0 $a Evaluating the effects of "On-Task in a Box" as a class-wide intervention for increasing on-task behavior and academic performance.
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504 $a Includes bibliographical references
506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a The present study was designed to replicate and extend the literature on the intervention package, On-Task in a Box, as a class-wide intervention to increase on-task behavior and decrease disruptive behavior. A second purpose of the study was to evaluate the effects of the intervention on students' academic performance. The On-Task in a Box intervention utilized video modeling to train students on how to engage in on-task behavior, as well as how to self-monitor their behavior. Additionally, the intervention included students self-monitoring their on-task behavior using self-recording forms. Depending on select students' percentage of on-task behavior on the self-recording forms, reinforcement was provided through a group contingency. The effects of the intervention were determined through a multiple baseline design across three elementary school classrooms (1st and 2nd grade). Target students were identified to determine the effects of the class-wide intervention on individual students. Data were collected on class-wide and target students' on-task and disruptive behavior and class-wide and target students' academic productivity and accuracy. Results indicated the On-Task in a Box intervention was effective at increasing on-task behavior and decreasing disruptive behavior. However, no differences in academic performance were found. Furthermore, teachers and target students found the intervention to be acceptable and effective for improving behavior.
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