Task Interspersal: a Meta-Analytic Review of Effective Programming

Bottini, Summer; Vetter, Jennifer; McArdell, Laura E.; Wiseman, Kaylie; Gillis, Jennifer M.

doi:10.1007/s40489-018-0127-7

Cited by 7 publications

(2 citation statements)

References 40 publications

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“…Another example is using student-directed interventions like Cover, Copy, and Compare or Performance Feedback to build perquisite skills to promote learning and increase performance (Joseph et al, 2012;Stocker et al, 2019). A teacher might also consider using demand fading, interspersal, or behavioral momentum approach to vary task difficulty within the given task by starting with easier to complete tasks and embedding, or increasing more difficult tasks within the given assignment (Bottini et al, 2018;Common et al, 2019). As is best practice, reinforcement should be used in combination with academic interventions to optimize learning.…”

Section: Discussionmentioning

confidence: 99%

Examining the Impact of Task Difficulty on Student Engagement and Learning Rates

2021

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Interventions that match demands to ability can enhance both academic performance and behavioral performance. However, it is unknown whether the instructional match or subsequent increases in engagement with the instructional material differentially impacts learning. The current study evaluated the effect of task difficulty on on-task behavior and responding rate across two studies. In Study 1, participants were assigned easy and difficult math probes following results of curriculum-based assessment. Data were collected on digits correct per min (DCPM) and percentage of on-task behavior during a 5-min observation period. Results from Study 1 indicated that participants responded, on average, 1.16 DCPM more per session in the easy probe condition, responded more over time at faster rate than in the difficult probe condition, and were engaged significantly more in the easy probe condition. In Study 2, the same data were collected for participants completing easy probes during a truncated observation period and compared across results from in Study 1. Rate of responding in Study 2 was substantially less than in Study 1. The interaction between task difficulty and DCPM was not significant which suggests that engagement was a substantial contributor to the growth differences in Study 1.

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Section: Discussionmentioning

confidence: 99%

Examining the Impact of Task Difficulty on Student Engagement and Learning Rates

2021

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“…The AVB approach employs several antecedent strategies with an aim of reducing the possible aversive qualities of instruction (for review, see Carbone et al., 2010). One such strategy is task interspersal (Bottini et al., 2018; Weiss, 2005). Although multiple variations exist, task interspersal has been described as the presentation of mastered demands (i.e., easier, low effort) prior to the presentation of a target demand (i.e., harder).…”

Section: Introductionmentioning

confidence: 99%

Implementing an applied verbal behavior model in classrooms

Shillingsburg

Frampton

Juban

et al. 2021

Behavioral Interventions

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Applied verbal behavior (AVB) is an intervention approach grounded in Skinner's (1957) analysis of verbal behavior. Common components of the AVB approach have been established as evidence‐based, indicating the approach should be progressed into the manualization and implementation phase of research. In the present study, we used an intervention package consisting of computer‐based training, performance and competency‐based training, and in vivo training to promote the use of AVB procedures in 26 classrooms in a nonpublic school serving students with autism. We evaluated the effects of this intervention package on the performance of teacher level staff via a controlled consecutive case series design, nonconcurrent multiple probe design, and aggregate data analysis using inferential statistics. Results showed that staff members demonstrated high levels of fidelity with AVB procedures when working directly with students. Measures of student behavior showed significantly increased engagement with staff members, reduced interfering behavior, and increased rates of manding. These findings have implications for the dissemination of AVB in educational settings.

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