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Journal of Behavioral Education

, Volume 22, Issue 4, pp 302–311 | Cite as

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

  • Dennis W. MooreEmail author
  • Angelika Anderson
  • Michele Glassenbury
  • Russell Lang
  • Robert Didden
Original Paper

Abstract

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 a diagnosed disability, behavior disorder, or exceptionality. The self-management package included provision of a tactile prompt, training in self-monitoring and data recording, self-monitoring, and the plotting of the results on a cumulative graph. A multiple baseline design across three participants was used to evaluate the effects of the intervention. An increase in on-task behavior was observed with all participants on implementation of the self-management package, and questionnaire-based social validity findings suggest this was an acceptable and effective procedure for the classroom context. Limitations, implications, and future directions of these findings are discussed.

Keywords

Adolescent students Self-management Self-monitoring Tactile prompt On-task behavior Classroom 

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Copyright information

© Springer Science+Business Media New York 2013

Authors and Affiliations

  • Dennis W. Moore
    • 1
    Email author
  • Angelika Anderson
    • 1
  • Michele Glassenbury
    • 1
  • Russell Lang
    • 2
  • Robert Didden
    • 3
  1. 1.Faculty of Education, Krongold CentreMonash UniversityMelbourneAustralia
  2. 2.Department of Curriculum and InstructionTexas State University-San MarcosSan MarcosUSA
  3. 3.Department of Special EducationRadboud University NijmegenNijmegenThe Netherlands

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