On-Task in a Box: An Evaluation of a Package-Ready Intervention for Increasing Levels of On-Task Behavior and Academic Performance

Autor/inn/en	King, Brian; Radley, Keith C.; Jenson, William R.; O'Neill, Robert E.
Titel	On-Task in a Box: An Evaluation of a Package-Ready Intervention for Increasing Levels of On-Task Behavior and Academic Performance
Quelle	In: School Psychology Quarterly, 32 (2017) 3, S.306-319 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000162
Schlagwörter	Intervention; Academic Achievement; Grade 2; Grade 3; Elementary School Students; Questionnaires; Accuracy; Mathematics Instruction; Identification; Learner Engagement; Classroom Techniques; Teacher Attitudes; Program Descriptions; Program Effectiveness; Elementary School Teachers; Metacognition; Video Technology; Observation; Validity + Suchen Sie Ihr Suchwort? Schulleistung; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Fragebogen; Mathematics lessons; Mathematikunterricht; Identifikation; Identifizierung; Klassenführung; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Beobachtung; Gültigkeit
Abstract	The present study tested the efficacy of the On-Task in a Box program for increasing on-task behavior and academic accuracy of highly off-task students. Six students in 2nd and 3rd grades were identified by their classroom teacher as highly off-task. Following identification, the students participated in the On-Task in a Box intervention. Results of the study found immediate and large effects, which were maintained following discontinuation of the intervention. Collateral improvements in accuracy on math probes completed during independent seatwork were also observed. Teacher and participant responses to intervention acceptability questionnaires indicate the program was viewed positively. Implications for school-based adoption of the program are presented, and limitations and future research are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01