| Description |
This study investigated the effectiveness of using self-as-a-model and peermodeling techniques in a package with self-monitoring to increase on-task behavior during independent seatwork time in math. The intervention package included self and peermodeling videos, a self-monitoring training video, coaching statements for use during each video session, a tactile self-monitoring prompt, and a self-monitoring grid. Three male students and one female student in the second and third grades indentified as displaying high rates of off-task behavior by their classroom teacher were included in the study. Two of the participants received their math instruction in a special education classroom. A multiple-probe, multiple-baseline design was used to evaluate the intervention package over the course of approximately 4 weeks. Dependent variables included rates of on-task behavior, academic productivity, and teacher and participant satisfaction with the intervention. Comparison data from classroom peers for on-task behavior were also collected. Results showed immediate, large, and durable changes in on-task behavior for each of the 4 participants. At baseline, the rate of on-task behavior displayed by the 4 participants while working on independent math assignments averaged 47% of the intervals observed. During the intervention, the participants' average rate of on-task behavior increased to 86% of the intervals observed. Follow-up observations of the participants 3 weeks after the termination of the study showed that the gains in on-task behavior achieved during the intervention were maintained. Improvement in academic performance could not be determined statistically based on the independent seatwork that was collected. Teacher report indicated that the intervention package had a positive effect on the participants' academic performance in the classroom. Both teacher and participant feedback concerning the use and effectiveness of the intervention package were positive. As a result of implementing the intervention package, the large gap between the participants and their peers at baseline was effectively closed. The procedures used in the intervention package provide for teacher and student satisfaction and represent an effective and viable method for school professionals to increase on-task behavior in either the general education or special education classroom. |
