Increasing the On-Task Homework Behavior of Youth With Behavior Disorders Using Functional Behavioral Assessment

Hawkins, Renee O.; Axelrod, Michael I.

doi:10.1177/0145445508318846

Cited by 21 publications

(12 citation statements)

References 20 publications

(28 reference statements)

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“…The results showed that the application of a behavior modification principle using a shaping technique can increase on-task behavior duration in school-aged children with combined type ADHD. The results of this study support the results of several previous studies that used behavioral modification to improve on-task behavior in children with ADHD (Mathes & Bender, 1998;Hawkins & Axelrod, 2008;Athens & Vollmer, 2007;Fabiano & Pelham, 2003;Halperin & Healey, 2011). From this study's post-intervention results, we found that the participant was able to continue displaying on-task behavior for 10 minutes without any intervention.…”

Section: Discussionsupporting

confidence: 88%

Application of a Shaping Technique to Increase On-Task Behavior Duration in Children with ADHD

Nasa¹,

Pudjiati²,

Tjakrawiralaksana³

2018

Proceedings of the 1st International Conference on Intervention and Applied Psychology (ICIAP 2017)

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In general, children with ADHD have difficulty performing on-task behaviors. This relates to their difficulty of sustaining their attention for a long time. Difficulty in maintaining attention level means that children with ADHD often experience poor academic performance and academic failure. To improve their ability to sustain their attention, treatment is required to increase on-task behaviors. Behavior modification is a widely used intervention that is proven effective for treating children with ADHD. This research used a shaping technique to increase the duration of on-task behavior in an 11 year-old diagnosed with ADHD with combined presentation. The research studied the boy's ability to listen to a story and answer questions based on the story. The results showed that a shaping technique can increase the duration of on-task behavior in children with ADHD from 1 minute during the baseline up to 10 minutes during the post test. The maximum duration achieved was 80% of the target duration (12 minutes). During the intervention program, increased duration occurred gradually from 2 until 12 minutes and decreased until 10 minutes post-intervention.

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Section: Discussionsupporting

confidence: 88%

Application of a Shaping Technique to Increase On-Task Behavior Duration in Children with ADHD

Nasa¹,

Pudjiati²,

Tjakrawiralaksana³

2018

Proceedings of the 1st International Conference on Intervention and Applied Psychology (ICIAP 2017)

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“…One large influence on academic achievement is student on-task behavior and attention (Frazier, Youngstrom, Glutting, & Watkins, 2007;Rudasill, Gallagher, & White, 2010). Thus to improve academic achievement, many teachers and interventions have aimed to increase on-task behavior or time-on-task (Amato-Zech, Hoff, & Doepke, 2006;Hawkins & Axelrod, 2008;Riley, McKevitt, Shriver, & Allen, 2011). Emerging evidence suggests that one way to increase on-task behavior is through increasing physical activity opportunities during the school day (Grieco, Jowers, & Bartholomew, 2009;Mahar, et al, 2006;Pellegrini, 1995;Pellegrini & Davis, 1993).…”

mentioning

confidence: 99%

Acute classroom exercise breaks improve on-task behavior in 4th and 5th grade students: A dose–response

Howie

Beets

Pate

2014

Mental Health and Physical Activity

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This study was the first to directly compare the acute effects of 5, 10, and 20 minutes of classroom exercise breaks on on-task behavior. Methods: In this within-subject experiment, 96 4 th and 5 th grade students, in 5 classroom groups, participated in each of four conditions: 10 minutes of sedentary classroom activity and 5, 10, 20 minutes of classroom exercise breaks led by research staff. On-task behavior was directly and systematically observed from videotapes before and after each condition. The post-test time-on-task scores were compared using a repeated measures mixed ANCOVA, adjusted for age, classroom, and the time-varying pre-test time-on-task. Results: Time-on-task was significantly higher in students after 10 minutes of classroom exercise breaks compared to a sedentary attention control (87.6% vs 77.1%, d=0.45, p=.004). Conclusions: Ten minutes of classroom exercise breaks improved on-task behavior in children.

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“…Research has shown that FBA is an effective means of understanding the function of a student's problem behavior and designing behavioral interventions that address it (Ingram, Lewis‐Palmer, & Sugai, ; Kern, Delaney, Clarke, Dunlap, & Childs ; Newcomer & Lewis, ; Penno, Frank, & Wacker ). Using FBA methods, scholarly work has demonstrated that the two most common reasons why students exhibit disruptive classroom behaviors are to gain attention from others (i.e., positively reinforced attention‐maintained disruptive behavior) or escape/avoid aversive academic tasks (i.e., negatively reinforced escape‐motivated disruptive behavior) (Hawkins & Axelrod, ; McIntosh, Horner, Chard, Dickey, & Braun, ; VanDerHeyden, Witt, & Gatti, ).…”

mentioning

confidence: 99%

Evaluation of the Class Pass Intervention for Typically Developing Students With Hypothesized Escape‐motivated Disruptive Classroom Behavior

Cook

Collins

Dart

et al. 2013

Psychology in the Schools

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The aim of this study was to evaluate the Class Pass Intervention (CPI) as a secondary intervention for typically developing students with escape-motivated disruptive classroom behavior. The CPI consists of providing students with passes that they can use to appropriately request a break from an academic task to engage in a preferred activity for preset amount of time. In addition, students are incentivized to not use the class passes by continuing to engage in the academic task and instead exchanging them for a preferred item or activity. Using an experimental single-case withdrawal design with replication through a concurrent multiple-baseline across-participants design, the CPI was shown to reduce disruptive behavior and increase academic engagement in three students who engaged in hypothesized escape-motivated behavior. Results also revealed that the effects of the CPI were maintained at a two-week follow-up probe and consumers found it to be acceptable. The limitations and implications of the findings for future research on effective classroom-based interventions are discussed. C 2013 Wiley Periodicals, Inc.

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Increasing the On-Task Homework Behavior of Youth With Behavior Disorders Using Functional Behavioral Assessment

Cited by 21 publications

References 20 publications

Application of a Shaping Technique to Increase On-Task Behavior Duration in Children with ADHD

Application of a Shaping Technique to Increase On-Task Behavior Duration in Children with ADHD

Acute classroom exercise breaks improve on-task behavior in 4th and 5th grade students: A dose–response

Evaluation of the Class Pass Intervention for Typically Developing Students With Hypothesized Escape‐motivated Disruptive Classroom Behavior

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