Effects of Task Difficulty on the Disruptive and On-Task Behavior of Students with Severe Behavior Disorders

DePaepe, Paris; Shores, Richard E.; Jack, Susan L.; Denny, R. Kenton

doi:10.1177/019874299602100301

Cited by 50 publications

(32 citation statements)

References 16 publications

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“…Further, classroom interventions based upon increased exposure to academic material (e.g., Sutherland, Alder, & Gunter, 2003), superior task quality (e.g., DePaepe, Shores, Jack, & Denny, 1996), and increased positive teacher attention (e.g., Sutherland et al, 2000) have demonstrated positive effects on the classroom behavior and academic achievement of students' with EBD.…”

Section: Reciprocal Influences In Classroomsmentioning

confidence: 99%

The Relationship Between Teacher and Student Behavior in Classrooms for Students with Emotional and Behavioral Disorders: Transactional Processes

2005

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Section: Reciprocal Influences In Classroomsmentioning

confidence: 99%

The Relationship Between Teacher and Student Behavior in Classrooms for Students with Emotional and Behavioral Disorders: Transactional Processes

2005

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“…A recent study by Depaepe, Shores, Jack, and Denny (1996) noted the importance of a high degree of time-ontask coupled with effective instructional strategies that matched academic materials to students' performance levels. This high degree of time-on-task and appropriate instructional strategies may represent an additional means of decreasing disruptive behavior in the classroom and may promote gains in academic performance of students.…”

Section: Focus0flmentioning

confidence: 99%

Engaged Time in the Classroom

Johns¹,

Crowley²,

Guetzloe³

2017

focusXchild

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A. J. is a very bright fifth grader who is enrolled in a regular classroom and now has been referred for emotional and behavioral disorders because of his acting out and aggressive behavior. The school psychologist observes A. J. in the classroom. The second-year teacher, who is struggling with lesson planning, provides lectures, during which A. J. is very attentive. The teacher then gives the students an independent practice sheet; she anticipates that the students will need 30 minutes to complete the sheet. A. J. completes the assignment within 5 minutes, has nothing to do, and starts to verbally pick on other students about how slow they are. The other students then call A. J. names. A. J. gets up and proceeds to "get in" the others' faces and yells at them. THE IMPORTANCE OF ENGAGED TIMEForemost in an effective curriculum for students with E/BD is a high level of engaged time-time spent doing meaningful learning activities. If A. J. had been busy, he would not have had time to get into trouble. Winn, Menlove, and Zsiray (1997) stated that the link between time and learning is one of the most consistent findings in educational research. Wise allocation and the productive use of time increase the likelihood that greater student learning will take place. Unfortunately, schedules often control the school and drive the curriculum. In those situations, students and learning, which should be the focus of the school and the classroom, are often sacrificed to schedules. Kauchak and Eggen (1993) defined the following terms: allocated time, instructional time, engaged time (time-on-task), and academic learning time.Allocated time is the amount of time that a teacher designates for a topic. For instance, the teacher may allow 55 minutes for social studies or 75 minutes for mathematics. FOCUS ON EXCEPTIONAL CHILDREN DECEMBER 2008Instructional time is the amount of time that the teacher devotes to active teaching. It is often the time left for teaching after routine management and administrative tasks are completed. In all school programs, too much learning time is lost in counting lunch money, waiting for school buses, waiting to go to lunch, and taking restroom breaks. Although these nonengaged times often give teachers breaks, they also provide opportunities for students with behavioral problems to get into trouble. All teachers must look at the amount of "down time" that occurs during a school day and do all that is possible to reduce that time dramatically.Engaged time (time-on-task) is the portion of instructional time that students spend directly involved in learning activities. Walker and Severson (1992) defined the following components of academic engaged time: (a) The student is attending to the material and the task, (b) the student is making appropriate motor responses (e.g., writing), and (c) the student is asking for assistance in an acceptable manner. FOCUS0flExce_ntional children ISSN 0015-SllX FOCUS ON EXCEPTIONAL CHILDREN (USPS 203-360) is published monthly except June, July, and August as a service to ...

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“…For example, some individuals have been shown to engage in aberrant behaviors to escape certain types of task, but not others. Differential responding in such cases has been influenced by variables including the level of task difficulty (see, e.g., Broussard & Northup, 1995;DePaepe, Shores, Jack, & Denny, 1996) and the repetition of previously completed tasks (McComas, Hoch, Paone, & El-Roy, 2000). For other individuals, the rate of presentation of the prompts (Smith, Iwata, Goh, & Shore, 1995) or the wording used to deliver prompts (Piazza, Contrucci, Hanley, & Fisher, 1997) have influenced the probability of problem behaviors.…”

Section: Introductionmentioning

confidence: 99%

Separating the influences of escape and access to preferred activities on problem behavior occurring in instructional contexts

Fritz

DeLeon

Lazarchick

2004

Behavioral Interventions

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Two individuals with developmental disabilities were observed to engage in destructive behavior when demands were presented, suggesting that the behaviors were maintained by negative reinforcement. Subsequent analyses revealed that (i) the behavior problems persisted when the participants were asked to cease a high-probability, ongoing activity (walking) while demands were not presented and (ii) problem behaviors ceased when the participants were trained to request access to walking through appropriate means. These findings suggested that the presentation of demands, per se, was not the critical variable in maintaining destructive behavior. Rather, it appeared that restricting the participants from walking, which was only coincidentally necessary in the initiation of demands, set the occasion for the aberrant responses. Subsequent analyses were conducted with one participant to further strengthen this hypothesis. These findings are discussed in terms of the utility of seeking out idiosyncratic and individualized behavioral functions subsequent to initial assessments and their contribution to the growing body of literature regarding the complex interactions of destructive behavior and other naturally occurring high-rate behaviors.

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Effects of Task Difficulty on the Disruptive and On-Task Behavior of Students with Severe Behavior Disorders

Cited by 50 publications

References 16 publications

The Relationship Between Teacher and Student Behavior in Classrooms for Students with Emotional and Behavioral Disorders: Transactional Processes

The Relationship Between Teacher and Student Behavior in Classrooms for Students with Emotional and Behavioral Disorders: Transactional Processes

Engaged Time in the Classroom

Separating the influences of escape and access to preferred activities on problem behavior occurring in instructional contexts

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