Academic Engaged Time of Students With Low-Incidence Disabilities in General Education Classes

Abstract

Academic engaged time of 6 students with low-incidence disabilities enrolled in a general elementary classrooms for reading or math and at least one other subject was compared to that of 6 students without disabilities from the same classes and 6 students without disabilities from different classes that were not inclusive. Three dependent measures used were frequency of observation intervals that students were engaged in academic responding, task management, and competing behaviors. Results showed no significant differences in academic responding and task management behaviors of students with and without disabilities enrolled in general education classes, significant differences between these groups on frequency of competing behaviors, no significant differences between students without disabilities on academic responding and task management, and significant differences between students without disabilities on frequency of competing behaviors.

Individual and Environmental Determinants of Engagement in Autism

“…For older children, engagement has been defined globally as behaviors related to academic responding (writing, reading aloud, reading silently, asking questions, answering questions) and behaviors related to task management (attending, raising hand, looking for materials) (Greenwood, 1991). Using these definitions, researchers have found students with low incidence disabilities were engaged more than 75% of the time in academic responding and task management behaviors (McDonnell, Thorson, McQuivey, & Kiefer-O'Donnell, 1997).…”

Outcomes of Inclusive Versus Separate Placements: A Matched Pairs Comparison Study

“…As early as the mid-1980s, the Office of Special Education Programs (OSEP) funded model demonstration projects and research projects to develop “integrated service delivery systems” for children with MDs and deaf-blindness in inclusive general education settings (e.g., Goetz et al, 1987, 1990). Research and demonstration evaluating the effects of placements of students within general education settings continued into the 1990s (e.g., Gee, 1995; Gee et al, 1995; Hunt et al, 1994; Logan & Keefe, 1997; McDonnell et al, 1997). Since the turn of the century, there have been numerous studies, as well as research reviews, of an evergrowing body of research documenting the educational benefits of serving children with ESNs in general education classrooms (cf.…”

Improving Day‐treatment Services for Adults With Severe Disabilities: A Norm‐referenced Application of Outcome Management

“…Providing activities that involve learning and using functional skills in contrast to nonfunctional or age-inappropriate skills is a long-standing recommended practice in education and related programs (Dyer, Schwartz, & Luce, 1984;Kleinert & Kearns, 1999). A second variable is the degree to which programs promote actual participation of individuals in the program activities (i.e., on-task or engaged time) in contrast to individuals spending time in nonpurposeful or off-task behavior (McDonnell, Thorson, McQuivey, & Kiefer-O'Donnell, 1997).…”