The action research will be based on the off-task behavior of two 3rd grade students. In the attachments, you can find a template that must be used to follow each step of your intervention. The litera

Selection

Explanation

Source: Primary or Secondary

Primary

Information Classification:

(Self-contained study/ Research findings / Professional Association/ Unanalyzed Data / Compiled Statistics, etc.)

Research findings regarding the manner in which self-management interventions work for children with autism.

How and why is this information pertinent to your selected topic?

It illustrates the crucial point that is the role of self-management in execution of academic tasks.

Selection

Explanation

Issues / Topics Covered

self-management interventions for children with autism

Author(s):

Aljadeff-Abergel, E., Schenk, Y., Walmsley, C., Peterson, S., Frieder, J., & Acker, N

Research Question(s) addressed:

The manner in which task avoidance and management go together

Research Subjects: (pre-K, 9th graders, elementary school students, etc.)

School children

Research setting:

(Public school, 3rd grade class, Charter school, adult learning center, etc.)

Clinical Trials

Methodology:

Literature Review of Clinical Analysis

Findings:

self-management was found to be effective

Conclusions:

Self-management is a crucial aspect in ensuring the improvement of performers in certain settings

Special Circumstances/Limitations:

The studies only proved successful under clinical settings and not natural settings

Future Implications:

There is a need to demonstrate its effectiveness in natural settings

How and why is this information pertinent to your selected topic?

Effectiveness of self-management for individuals with autism was evaluated

Selection

Explanation

Source: Primary or Secondary

Primary

Information Classification:

(Self-contained study/ Research findings / Professional Association/ Unanalyzed Data / Compiled Statistics, etc.)

Professional Association

How and why is this information pertinent to your selected topic?

analyze the extant literature in order to define the various ways in which self-management interventions have been developed and evaluated

Selection

Explanation

Issues / Topics Covered

Self-management during tasks completion with regard to literature

Author(s):

Briesch, A. M., Daniels, B., & Beneville, M.

Research Question(s) addressed:

the effectiveness of self-management interventions to improve student behavior

Research Subjects: (pre-K, 9th graders, elementary school students, etc.)

School Students

Research setting:

(Public school, 3rd grade class, Charter school, adult learning center, etc.)

Clinical review

Methodology:

Literature Review

Findings:

There was also often a substantial degree of effect size heterogeneity

Conclusions:

There is a need to implement self- management in line with individual characteristics

Special Circumstances/Limitations:

The literature reviewed is subject to the tests performed.

Future Implications:

There is a need to conduct future research on the implementation of the strategies in self-management

How and why is this information pertinent to your selected topic?

This information is important because it analyzed research regarding the manner in which self-management should be implemented. this is crucial in determining the solutions toward task avoidance.

Selection

Explanation

Source: Primary or Secondary

Primary

Information Classification:

(Self-contained study/ Research findings / Professional Association/ Unanalyzed Data / Compiled Statistics, etc.)

Research analysis

How and why is this information pertinent to your selected topic?

This information is important to the selected topic because it provides an outlook on the effect of lack of self-management to teachers considering different variables.

Selection

Explanation

Issues / Topics Covered

The relation between student misbehavior and teacher burnout.

Author(s):

Aloe, A. M., Shisler, S. M., Norris, B. D., Nickerson, A. B., & Rinker, T. W.

Research Question(s) addressed:

The relationship among student misbehavior and burnout is moderate.

Research Subjects: (pre-K, 9th graders, elementary school students, etc.)

Teachers and students

Research setting:

(Public school, 3rd grade class, Charter school, adult learning center, etc.)

Student learning

Methodology:

Sample analysis

Findings:

The relationship varies for the different burnout dimensions

Conclusions:

The relationship helps in establishing practical solutions to the

Special Circumstances/Limitations:

It is limited to the manner in which teachers handle the respective student behaviors

Future Implications:

It demonstrates the manner in which there is need to seek practical solutions to student behaviors

How and why is this information pertinent to your selected topic?

This information is important to the selected topic because it provides an outlook on the effect of lack of self-management to teachers considering different variables.

Selection

Explanation

Source: Primary or Secondary

Primary

Information Classification:

(Self-contained study/ Research findings / Professional Association/ Unanalyzed Data / Compiled Statistics, etc.)

Research findings

How and why is this information pertinent to your selected topic?

The goal of the study looked to identify a potential strategy for addressing the behavioral deficiencies commonly displayed by students classified as mild intellectually disabled as well as any other student determined to have behavioral issues within the classroom setting. Specifically, the study determines if formal corrective feedback influences on the off-task/on-task behavior of mild intellectually disabled students. With this information, we know about treatment choices (strategies) that we can use to change the task refusal behaviors of a student with special needs and increase his compliance with activities and demands.

Selection

Explanation

Issues / Topics Covered

Formal corrective feedback, off-task behaviors, on-task behaviors, specific types of off-task behavior.

Author(s):

George, Kevin

Research Question(s) addressed:

RQ1: Is there a significant difference between the frequency of off-task behaviors when formal corrective feedback is not applied and the frequency of off-task behaviors when formal corrective feedback is applied?

RQ2: Is there a significant difference between the frequency of on-task behaviors when formal corrective feedback is not applied and the frequency of on-task behaviors when formal corrective feedback is applied?

RQ3: Does formal corrective feedback have a stronger or weaker effect on specific types of off-task behavior?

Research Subjects: (pre-K, 9th graders, elementary school students, etc.)

Fifteen tenth graders classified as Mild Intellectually Disabled (MID).

Research setting:

(Public school, 3rd grade class, Charter school, adult learning center, etc.)

Public school (self-contained school).

Methodology:

Mixed research methodology.

Findings:

The study’s results revealed that formal corrective feedback had a significant effect on the off-task/on-task behavior of students classified as being mild intellectually disabled.

In this study, the effect appears to translate into a significant decrease in off-task behavior and a significant increase in on-task behavior for all students. This study reduced students’ off-task behavior and improved their on-task behavior through improving their understanding of what they were doing wrong behaviorally in the classroom.

Conclusions:

Formal corrective feedback effects students’ off-task behavior as well as students’ on-task behavior. The behavioral frequency recordings collected revealed a reduction in off-task behavior and an increase in on-task behavior during the phase of the study in which formal corrective feedback was provided to each student.

Formal corrective feedback appeared to have a strong effect on the off-task behaviors of daydreaming/work delay, preoccupied with object or task, laughing out, talking out and sleeping. Formal corrective feedback appeared to have a weak effect on the off-task behavior of improperly seated/out of seat.

Special Circumstances/Limitations:

The number of participants available (fifteen students) limits the amount of data available for collection and establishment of more definitive results.

The exposure of the participants to other teachers and classroom settings in addition to the setting of the study (social science class) could have impacted the study significantly.

For consistency purposes, the classroom teacher made all observations. Due to the fact that the one teacher conducted all observations, accuracy may be an issue.

Future Implications:

The knowledge to be gained from the

action research conducted as a part of this study will extend the current understanding of the effect of corrective feedback on the off-task/on-task behavior of students categorized as MID. This extended knowledge will benefit teachers of all students, and specifically those working with students classified as MID. This small-scale study that generated significant findings may lead to the same study being conducted on a larger scale.

How and why is this information pertinent to your selected topic?

The goal of the study looked to identify a potential strategy for addressing the behavioral deficiencies commonly displayed by students classified as mild intellectually disabled as well as any other student determined to have behavioral issues within the classroom setting. Specifically, the study determines if formal corrective feedback influences on the off-task/on-task behavior of mild intellectually disabled students. With this information, we know about treatment choices (strategies) that we can use to change the task refusal behaviors of a student with special needs and increase his compliance with activities and demands.

Selection

Explanation

Source: Primary or Secondary

Primary

Information Classification:

(Self-contained study/ Research findings / Professional Association/ Unanalyzed Data / Compiled Statistics, etc.)

Research findings

How and why is this information pertinent to your selected topic?

The study examined the effects of a function-based intervention implemented with a student, Shawn, who had attention-deficit/hyperactivity disorder, internalizing behavioral problems, and a speech and language impairment.  The function-based intervention included a communication system, a self-monitoring component, and extinction. Through this study, we know about interventions that are effective in reduce off-task behaviors of a child with special needs. Therefore, we can use those interventions in our research.

Selection

Explanation

Issues / Topics Covered

Function-based intervention, off-task behavior

Author(s):

Stahr, Brenna

Cushing, Danielle

Lane, Kathleen

Fox, James

Research Question(s) addressed:

The intent of this study was to extend the functional assessment-based intervention literature by demonstrating application of the procedures with a student who had multiple disabilities, including ADHD, an internalizing behavior disorder, and a speech and language disorder. Specifically, descriptive functional assessment procedures were used to identify the function of Shawn's off-task and disruptive behaviors. Next, a function-based intervention using self-monitoring, which included a system to facilitate communication and consequence-based (extinction) strategies, was designed and tested.

Research Subjects: (pre-K, 9th graders, elementary school students, etc.)

A 9-year-old African American that received special education services under the category of other health impaired in a fourth-grade classroom fourth-grade classroom.

Research setting:

(Public school, 3rd grade class, Charter school, adult learning center, etc.)

A self-contained school serving students with emotional and behavioral problems.

Methodology:

Mixed research methodology

Findings:

Functional assessment data indicated that Shawn's off-task behavior was maintained by attention (positive reinforcement) and escape from tasks (negative reinforcement). A function-based intervention including a communication system, a self-monitoring component, and extinction resulted in improvements in Shawn's behavior. The classroom teachers and Shawn rated the intervention favorably.

Conclusions:

Results of descriptive functional assessment procedures indicated that Shawn's off-task behavior was maintained by both attention (positive reinforcement) and escape (negative reinforcement). An intervention package including a communication system, a self-monitoring component, and extinction was designed to meet both these functions, in addition to addressing his anxiety and speech and language problems. A multiple-baseline design with a withdrawal component indicated that the intervention was effective in increasing on-task behavior in language arts and math. When the intervention was introduced in both settings, on-task behavior increased to twice that of baseline in language and five times that of baseline in math.

Despite the limited data on implementation and the variable implementation, student outcome data suggest that the intervention met the intended objective of increasing Shawn's on-task behavior. Social validity data also indicate that the intervention was generally acceptable to the therapist, lead teacher, paraeducator, and Shawn. 

Special Circumstances/Limitations:

Only a comparatively small amount of the treatment integrity data was collected, thereby preventing a more precise estimate of the extent to which all components of the intervention were implemented as designed. 

Data were collected using partial-interval recording, which may have overestimated the level of engagement. A more conservative approach would have been to assess engagement using a whole interval recording procedure. 

Although on-task behavior improved in math, the level of academic engagement was still below 80%, the average academic engagement level of typically developing students. Therefore, although levels of engagement improved and the participants viewed the intervention as socially valid, there was still room for improvement in math. 

Although results suggest that the intervention was associated with higher levels of task engagement, this study did not assess student achievement.

Future Implications:

This study contributes to the literature indicating the effectiveness of a specific intervention package based on the assessed function of a student's challenging behavior. In that sense it lends further validation to the effectiveness of interventions based on careful, systematic functional behavior assessments. Also, this study further contributes to the empirical base of techniques effective with ADHD students implemented by natural environment agents under naturalistic classroom conditions, specifically addressing this issue in a student with multiple disabilities (ADHD, anxiety, and speech and language delay). As in this study, future behavioral intervention research can be substantially enhanced by evaluating interventions within both traditionally defined subject parameters (i.e., DSM diagnoses of behavior disorders) and more function-based assessment schemata (i.e., subjects whose behavior function is determined through systematic behavioral assessment) that are then matched to intervention components.

How and why is this information pertinent to your selected topic?

The study examined the effects of a function-based intervention implemented with a student, Shawn, who had attention-deficit/hyperactivity disorder, internalizing behavioral problems, and a speech and language impairment.  The function-based intervention included a communication system, a self-monitoring component, and extinction. Through this study, we know about interventions that are effective in reduce off-task behaviors of a child with special needs. Therefore, we can use those interventions in our research.

Selection

Explanation

Source: Primary or Secondary

Primary

Information Classification:

(Self-contained study/ Research findings / Professional Association/ Unanalyzed Data / Compiled Statistics, etc.)

Research findings

How and why is this information pertinent to your selected topic?

The study investigates the effectiveness of prompting with middle school students in a general education setting. It demonstrates that prompts effectively decrease off-task behaviors. With this information, we know about treatment choices (strategies) that we can use to change the task refusal behaviors of the client subject of study.

Selection

Explanation

Issues / Topics Covered

Prompting, precorrection, off-task behavior

Author(s):

Faul1, Aimee

Stepensky, Karoline

Brandi, Simonsen

Research Question(s) addressed:

Was there a functional relationship between teacher-delivered verbal prompts (independent variable) and off-task behavior (dependent variable) for two middle school students in a general education setting?

Research Subjects: (pre-K, 9th graders, elementary school students, etc.)

Two middle school students

Research setting:

(Public school, 3rd grade class, Charter school, adult learning center, etc.)

Public school

Methodology:

A single-subject alternating treatment design.

Findings:

Study results document a decrease in off-task behavior with prompting.

Conclusions:

For both students, a teacher-delivered verbal prompt at the beginning of class was associated with a clear decrease in off-task behavior and an increase in on-task behavior in class. The levels of off-task behavior exhibited by both students during sessions without a prompt were comparable to the levels displayed during baseline. In contrast, the levels of off-task behavior exhibited by both students during sessions with a prompt were lower than levels exhibited during baseline or the no prompt condition.

Special Circumstances/Limitations:

-Attempts were made to randomize extraneous classroom variables (class subject, time of day, etc.) across conditions through random assignment (coin flip). However, schedule changes, which are typical in a middle school setting, occurred during the study.

-Two male middle school students participated in this study. Although both students were identified through the school’s typical nomination process for Tier 2 interventions, additional data on students’ specific academic and behavioral histories were not collected.

-There were limitations with respect to data collection. Data were only collected during the first 15 min of class, and the remaining 34 min were not observed.

-As the purpose of the study was to explore the effects of prompting, the authors do not implement more comprehensive behavior support strategies. It is possible that greater behavior change would have resulted from implementation of additional strategies, including those used in combination with prompting in previous research (i.e., active supervision and reinforcement).

-The authors did not collect social validity data.

Future Implications:

This study demonstrated the effectiveness of prompting with two male middle school students. Researchers should seek to systematically replicate these results with general education students with various demographic characteristics (i.e., sex, age), academic abilities, and learning histories (i.e., history of negative reinforcement for off-task behaviors).

Because prompting appears to be effective with individual learners, researchers should investigate the effectiveness of prompting as a stand-alone classroom or group management strategy.

Researchers should continue to explore the conditions (e.g., group size, setting, learner characteristics) and dimensions (e.g., frequency, specificity) under which prompting is most effective for individuals and groups of learners

How and why is this information pertinent to your selected topic?

The study investigates the effectiveness of prompting with middle school students in a general education setting. It demonstrates that prompts effectively decrease off-task behaviors. With this information, we know about treatment choices (strategies) that we can use to change the task refusal behaviors of the client subject of study.