Evaluating the Effects of On-Task in a Box as a Class-Wide Intervention

Autor/inn/en	Battaglia, Allison A.; Radley, Keith C.; Ness, Emily J.
Titel	Evaluating the Effects of On-Task in a Box as a Class-Wide Intervention
Quelle	In: Psychology in the Schools, 52 (2015) 8, S.743-755 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21858
Schlagwörter	Intervention; Behavior Modification; Class Activities; Self Management; Modeling (Psychology); Video Technology; Contingency Management; Elementary School Students; Student Behavior; Program Effectiveness; Effect Size; Validity + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Selbstmanagement; Modeling; Modelling; Modellierung; Krisenbewältigung; Student behaviour; Schülerverhalten; Gültigkeit
Abstract	The present study evaluated the effects of the On-Task in a Box intervention on student on-task behavior when used as a class-wide intervention. The intervention package includes self-monitoring, video modeling, and reinforcement contingency components. A multiple baseline design across three elementary classrooms was used to determine the effects of the intervention on student behavior. Results indicated immediate increases in on-task behavior in all classrooms. Calculation of nonoverlap of all pairs' effect sizes indicated strong intervention and maintenance effects on on-task behavior of students in all classrooms. Social validity data were also collected, which indicated adequate validity of the intervention. Results of the study suggest that the intervention package may be effective for improving class-wide levels of on-task behavior. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01