Utilization of Video Modeling Combined with Self-Monitoring to Increase Rates of On-Task Behavior
The study investigated the effectiveness of an intervention package consisting of self-monitoring and video modeling to increase on-task behavior during independent seatwork time in math. Four students in either the second or third grade, identified as displaying high rates of off-task behavior by their classroom teacher, were included in the study. Results showed immediate, large, and durable changes in on-task behavior for each of the four participants. At baseline, on-task behavior of the participants while working on independent math assignments was displayed in 47% of the intervals observed. During the intervention, the participants' average rate of on-task behavior increased to 85% of the intervals observed. Mean Busk and Serlin (1994) effect size for all four participants was 5.60, with a percentage of non-overlapping data points effect size of 100%. Observations of the participants 3 weeks following the termination of the study showed that the gains in on-task behavior were maintained. Both teacher and participant feedbacks concerning the use and effectiveness of the intervention package were positive. Results of the investigation suggest that the intervention package may be an effective and socially valid method for addressing off-task behaviors of students within the classroom. Copyright (c) 2014 John Wiley & Sons, Ltd.
Radley, K. C.,
Jenson, W. R.,
O'Neill, R. E.
(2014). Utilization of Video Modeling Combined with Self-Monitoring to Increase Rates of On-Task Behavior. Behavioral Interventions, 29(2), 125-144.
Available at: https://aquila.usm.edu/fac_pubs/8053