Increasing On-Task Behavior in Students in a Regular Classroom: Effectiveness of a Self-Management Procedure Using a Tactile Prompt

摘要: Self-management strategies have been shown to be widely effective. However, limited classroom-based research exists involving low performing but developmentally normal high school-aged participants. This study examined the effectiveness of a self-management strategy aimed at increasing on-task behavior in general education classrooms with students without diagnosed disability, disorder, or exceptionality. The package included provision tactile prompt, training self-monitoring and data recording, self-monitoring, plotting results on cumulative graph. A multiple baseline design across three participants was used evaluate effects intervention. An increase observed all implementation package, questionnaire-based social validity findings suggest this an acceptable effective procedure for classroom context. Limitations, implications, future directions these are discussed.