Effect of Task Sequence and Preference on On-Task Behavior

Autor/inn/en	Warren, Tiffani; Cagliani, Rachel R.; Whiteside, Erinn; Ayres, Kevin M.
Titel	Effect of Task Sequence and Preference on On-Task Behavior
Quelle	In: Journal of Behavioral Education, 30 (2021) 1, S.112-129 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cagliani, Rachel R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-019-09358-1
Schlagwörter	Task Analysis; Sequential Learning; Elementary School Students; Students with Disabilities; Visual Aids; Probability + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Didaktische Sequenzierung; Lernsequenz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Anschauungsmaterial; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie
Abstract	This study compared effects of student choice of task sequence to two variations in teacher-manipulated task sequences on on-task behavior of elementary-aged students with disabilities. Researchers modified Call et al.'s (J Appl Behav Anal 42: 723-728, 2009) demand assessment to determine high-, moderate-, and low-probability tasks. Next, researchers applied the results from the demand assessment to inform teacher-manipulated variations in task sequences: a high- to low-probability task sequence and low- to high-probability task sequence. These sequences were then embedded in a visual activity schedule (VAS). Results of task sequence manipulation embedded in a VAS indicated slightly higher median percentages of on-task behavior for the high- to low-probability task sequence. Future directions for research based on these preliminary data are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01