On-Task in a Box: An Evaluation of a Package-Ready Intervention for Increasing Levels of On-Task Behavior and Academic Performance
Document Type
Article
Publication Date
9-1-2017
School
Psychology
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.
Publication Title
School Psychology Quarterly
Volume
32
Issue
3
First Page
306
Last Page
319
Recommended Citation
King, B.,
Radley, K. C.,
Jenson, W. R.,
O'Neill, R. E.
(2017). On-Task in a Box: An Evaluation of a Package-Ready Intervention for Increasing Levels of On-Task Behavior and Academic Performance. School Psychology Quarterly, 32(3), 306-319.
Available at: https://aquila.usm.edu/fac_pubs/16678