How should researchers in Education operationalise on-task behaviours?

Cambridge Journal of Education

Volumn 43, Issue 2, 2013, Pages 199-222

  Gill, P ^a   Remedios, R ^a  

^a DURHAM UNIVERSITY   (United Kingdom)

Author keywords

collaborative learning; engagement; off task behaviours; on task behaviours

Indexed keywords

EID: 84879684542     PISSN: 0305764X     EISSN: 14693577     Source Type: Journal    
DOI: 10.1080/0305764X.2013.767878     Document Type: Review

References (103)

1. Ainsworth, S., Gelmini-Hornsby, G., Threapleton, K., Crook, C., O'Malley, C. and Buda, M. 2011. Anonymity in classroom voting and debating. Learning and Instruction, 21: 365-378.
2. Alberto, P.A. and Troutman, A.C. 2006. Applied Behavior Analysis for Teachers, 8th Ed, Upper Saddler River, NJ: Pearson Prentice Hall.
3. Alexander, R. 1995. Versions of Primary Education, London: Routledge.
4. Algozzine, K. and Algozzine, B. 2007. Classroom Instructional ecology and school-wide positive behavior support. Journal of Applied School Psychology, 24: 29-47.
5. Allday, R.A. and Pakurar, K. 2007. Effects of teacher greetings on student on-task behavior. Journal of Applied Behavior Analysis, 40: 317-320.
6. Amato-Zech, N.A., Hoff, K.E. and Doepke, K.J. 2006. Increasing on-task behavior in the classroom: Extension of self-monitoring strategies. Psychology in the Schools, 43: 211-221.
7. Appleton, J.J., Christenson, S.L. and Furlong, M.J. 2008. Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45: 369-386.
8. Arbuckle, C. and Little, E. 2004. Teachers' perceptions and management of disruptive classroom behaviour during the middle years (years five to nine). Australian Journal of Educational & Developmental Psychology: 59-70.
9. Atkins, M.S., Pelham, W.E. and Licht, M. 1988. " The development and validation of objective classroom measures for the assessment of conduct and attention deficit disorders ". In Advances in Behavioral Assessment of Children and Families, Edited by: Prinz, R.J. Vol. 4, 3-31. Greenwich, CT: JAI Press.
10. Baker, S.D., Lang, R. and O'Reilly, M. 2009. Education and Treatment of Children, 32: 403-420.
11. Beeland, W.D. Jr. 2002. Student engagement, visual learning and technology: Can interactive whiteboards help? Annual Conference of the Association of Information Technology for Teaching Education, Trinity College: Dublin.
12. Berliner, D.C. 1979. " Tempus educare ". In Research on teaching: Concepts, findings, and implications, Edited by: Peterson, P. and Walber, H. Berkeley, CA: McCutchan Publishing Group.
13. Berliner, D.C. 1990. " What's all the fuss about instructional time? ". In The nature of time in schools: Theoretical concepts, practitioner perceptions, Edited by: Ben-Peretz, M. and Bromme, R. 3-35. New York and London: Teachers College Press.
14. Bonus, M., & Riordan, L. (1998). Increasing student on-task behavior through the use of specific seating arrangements. Retrieved April 10, 2011 from http://www.eric.ed.gov/PDFS/ED422129.pdf.
15. Bulger, M.E., Mayer, R.E., Almeroth, K.C. and Blau, S.D. 2008. Measuring learner engagement in computer-equipped college classrooms. Journal of Educational Multimedia and Hypermedia, 17: 129-143.
16. Burkhart, A. 2006. Object lessons: Thinking about material culture. Art Education, 59: 33-39.
17. Caldarella, P., Christensen, L., Young, K.R. and Densley, C. 2011. Decreasing tardiness in elementary school students using teacher-written praise notes. Intervention in School and Clinic, 47: 104-112.
18. Carnahan, C., Harte, H., Schumacher, K., Hume, K. and Borders, C. 2011. Structured work systems: Supporting meaningful engagement in preschool settings for children with autism spectrum disorders. Young Exceptional Children, 14: 2-16.
19. Clunies-Ross, P., Little, E. and Kienhuis, M. 2008. Self-reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour. Educational Psychology, 28: 693-710.
20. Damon, S., Riley-Tillman, T.C. and Fiorello, C. 2008. Comparing methods of identifying reinforcing stimuli in school consultation. Journal of Educational and Psychological Consultation, 18: 31-53.
21. Deci, E. L. and Ryan, R. M. 2012. " Motivation, personality, and development within embedded social contexts: An overview of self-determination theory ". In Oxford Handbook of Human Motivation, Edited by: Ryan, R. M. 85-107. Oxford, UK: Oxford University Press.
22. Dillenbourg, P. 1999. " What do you mean by collaborative learning? ". In Collaborative Learning: Cognitive and Computational Approaches, Edited by: Dillenbourg, P. 1-19. Oxford: Elsevier.
23. Dillenbourg, P., Baker, M., Blaye, A. and O'Malley, C. 1995. " The evolution of research on collaborative learning ". In Learning in Humans and Machine: Towards an Interdisciplinary Learning Science, Edited by: Spada, E. and Reiman, P. 189-211. Oxford: Elsevier.
24. Ducharme, J.M. and Harris, K.E. 2005. Errorless embedding for children with on-task and conduct difficulties: Rapport-based, success-focused intervention in the classroom. Behavior Therapy, 36: 213-222.
25. Finn, J.D. and Pannozzo, G.M. 2004. Classroom organization and student behavior in kindergarten. The Journal of Educational Research, 98: 79
26. Fonagy, P., Twemlow, S.W., Vernberg, E.M., Nelson, J.M., Dill, E.J., Little, T.D. and Sargent, J.A. 2009. A cluster randomized controlled trial of child-focused psychiatric consultation and a school systems-focused intervention to reduce aggression. Journal of Child Psychology and Psychiatry, 50: 607-616.
27. Fredricks, J.A., Blumenfeld, P.C. and Paris, A.H. 2004. School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74: 59-109.
28. Galton, M., Hargreaves, L., Comber, C., Wall, D. and Pell, A. 1999. Inside the Primary Classroom, London: Routledge.
29. Galton, M., Simon, B. and Croll, P. 1980. Inside the Primary Classroom, London: Routledge & Kegan Paul.
30. Gilbertson, D., Witt, J.C., Duhon, G. and Dufrene, B. 2008. Using brief assessments to select math fluency and on-task behavior interventions: An investigation of treatment utility. Education and Treatment of Children, 31: 167-181.
31. Golley, R., Baines, E., Bassett, P., Wood, L., Pierce, J. and Nelson, M. 2010. School lunch and learning behaviour in primary schools: An intervention study. European Journal of Clinical Nutrician, 64: 1280-1288.
32. Gulchak, D.J. 2008. Using a mobile handheld computer to teach a student with an emotional and behavioral disorder to self-monitor attention. Education and Treatment of Children, 31: 567-581.
33. Harper, G.F., Guidubaldi, J. and Kehle, T.J. 1978. Is academic achievement related to classroom behavior?. The Elementary School Journal, 78: 202-207.
34. Harris, K.R., Danoff Friedlander, B.D., Saddler, B., Frizzelle, R. and Graham, S. 2005. Self-monitoring of attention versus self-monitoring of academic performance: Effects among students with ADHD in the general education classroom. The Journal of Special Education, 39: 145-157.
35. Hart, K.C., Massetti, G.M., Fabiano, G.A., Pariseau, M.E. and Pelham, W.E. 2011. Impact of group size on classroom on-task behavior and work productivity in children with ADHD. Journal of Emotional and Behavioral Disorders, 19: 55-64.
36. Haydon, T., Mancil, G.R. and Van Loan, C. 2009. Using opportunities to respond in a general education classroom: A case study. Education and Treatment of Children, 32: 267-278.
37. Heering, P.W. and Wilder, D.A. 2006. The use of contingent group dependencies to increase on-task behavior in two general education classrooms. Education and Treatment of Children, 29: 459-467.
38. Hopewell, K., McLaughlin, T.F. and Derby, K.M. 2011. The effects of reading racetrack with direct instruction flashcards and a token system on sight word acquisition for two primary school students with severe conduct disorders. Electronic Journal of Research in Educational Psychology, 9: 693-710.
39. Hughes, K. and Coplan, R.J. 2010. Exploring processes linking shyness and academic achievement in childhood. School Psychology Quarterly, 25: 213-222.
40. Hume, K. and Odom, S. 2007. Effects of an individual work system on the independent functioning of students with autism. Journal of Autism and Developmental Disorders, 37: 1166-1180.
41. Hundert, J.P. 2007. Training classroom and resource preschool teachers to develop inclusive class interventions for children with disabilities: Generalization to new intervention targets. Journal of Positive Behavior Interventions, 9: 159-173.
42. Irving, K., Sanalan, V. and Shirley, M. 2009. Physcial science connected classrooms: Case studies. Journal of Computers in Mathematics and Science Teaching, 28: 247-275.
43. Jeffrey, J.L., McCurdy, B.L., Ewing, S. and Polis, D. 2009. Classwide PBIS for students with EBD: Initial evaluation of an integrity tool. Education and Treatment of Children, 32: 537-550.
44. Junod, R.E.V., DuPaul, G.J., Jitendra, A.K., Volpe, R.J. and Cleary, K.S. 2006. Classroom observations of students with and without ADHD: Differences across types of engagement. Journal of School Psychology, 44: 87-104.
45. Jurbergs, N., Palcic, J. and Kelley, M.L. 2007. School-home notes with and without response cost: Increasing attention and academic performance in low-income children with attention-deficit/hyperactivity disorder. School Psychology Quarterly, 22: 358-379.
46. Jurbergs, N., Palcic, J. and Kelley, M.L. 2010. Daily behavior report cards with and without home-based consequences: Improving classroom behavior in low income, African American children with ADHD. Child & Family Behavior Therapy, 32: 177-195.
47. Katz, R.C. and Singh, N.N. 1986. Increasing recreational behavior in mentally retarded children. Behavior Modification, 10: 508-519.
48. Kemp, C. and Carter, M. 2005. Identifying skills for promoting successful inclusion in kindergarten. Journal of Intellectual and Developmental Disability, 30: 31-44.
49. Kemp, C. and Carter, M. 2006. Active and passive task related behavior, direction following and the inclusion of children with disabilities. Education and Training in Developmental Disabilities, 41: 14-27.
50. Kilian, B., Hofer, M., Fries, S. and Kuhnle, C. 2010. The conflict between on-task and off-task actions in the classroom and its consequences for motivation and achievement. European Journal of Psychology of Education, 25: 67-85.
51. Kofler, M.J., Rapport, M.D. and Alderson, R.M. 2008. Quantifying ADHD classroom inattentiveness, its moderators, and variability: A meta-analytic review. Journal of Child Psychology and Psychiatry, 49: 59-69.
52. Lan, X., Ponitz, C.C., Miller, K.F., Li, S., Cortina, K., Perry, M. and Fang, G. 2009. Keeping their attention: Classroom practices associated with behavioral engagement in first grade mathematics classes in China and the United States. Early Childhood Research Quarterly, 24: 198-211.
53. Lannie, A.L. and McCurdy, B.L. 2007. Preventing disruptive behavior in the urban classroom: Effects of the good behavior game on student and teacher behavior. Education and Treatment of Children, 30: 85-98.
54. Lauth, G.W., Heubeck, B.G. and Mackowiak, K. 2006. Observation of children with attention-deficit hyperactivity (ADHD) problems in three natural classroom contexts. British Journal of Educational Psychology, 76: 385-404.
55. Leflot, G., Van Lier, P.A.C., Onghena, P. and Colpin, H. 2010. The role of teacher behavior management in the development of disruptive behaviors: An intervention study with the good behavior game. Journal of Abnormal Child Psychology, 38: 869-882.
56. Lentz, F.E. 1988. On-task behavior, academic performance, and classroom disruptions: Untangling the target selection problem in classroom interventions. School Psychology Review, 17: 243-257.
57. Lewis, T.J. and Sugai, G. 1996. Functional assessment of problem behavior: A pilot investigation on the comparative and interactive effects of teacher and peer social attention on students in general education settings. School Psychology Quarterly, 11: 1-19.
58. Lissitz, R.W. and Samuelsen, K. 2007. A suggested change in terminology and emphasis regarding validity and education. Educational Researcher, 36: 437-448.
59. Mahar, M.T. 2011. Impact of short bouts of physical activity on attention-to-task in elementary school children. Preventive Medicine: An International Journal Devoted to Practice and Theory, 52: S60-S64.
60. Mahar, M.T., Murphy, S.K., Rowe, D.A., Golden, J., Shields, A.T. and Raedeke, T.D. 2006. Effects of a classroom-based program on physical activity and on-task behavior. Medicine & Science in Sports & Exercise, 38: 2086-2094.
61. Mautone, J.A., DuPaul, G.J. and Jitendra, A.K. 2005. The effects of computer-assisted instruction on the mathematics performance and classroom behavior of children with ADHD. Journal of Attention Disorders, 9: 301-312.
62. Mavropoulou, S., Papadopoulou, E. and Kakana, D. 2011. Effects of task organization on the independent play of students with autism spectrum disorders. Journal of Autism and Developmental Disorders, 41: 913-925.
63. McConaughy, S.H., Ivanova, M., Antshel, K., Eiraldi, R.B. and Dumenci, L. 2009b. Standardized observational assessment of Attention Deficit/Hyperactivity Disorder combined and predominantly inattentive subtypes: II. Classroom observations. School Psychology Review, 38: 362-381.
64. Nahgahgwon, K.N., Umbreit, J., Liaupsin, C.J. and Turton, A.M. 2010. Function-based planning for young children at risk for emotional and behavioral disorders. Education and Treatment of Children, 33: 537-559.
65. Nelson, P., Kohnert, K., Sabur, S. and Shaw, D. 2005. Classroom noise and children learning through a second language: Double Jeopardy?. Language, Speech, and Hearing Services in Schools, 36: 219-229.
66. Newby, T.J. 1991. Classroom motivation: Strategies of first-year teachers. Journal of Educational Psychology, 83: 195-200.
67. Ockjean, K. and Hupp, S.C. 2007. Instructional interactions of students with cognitive disabilities: Sequential analysis. American Journal of Mental Retardation, 112: 94-106.
68. Palcic, J.L., Jurbergs, N. and Kelley, M.L. 2009. A comparison of teacher and parent delivered consequences: Improving classroom behavior in low-income children with ADHD. Child & Family Behavior Therapy, 31: 117-133.
69. Panitz, T. (1999). Collaborative versus cooperative learning: A comparison of the two concepts which will help us understand the underlying nature of interactive learning. Retrieved April 25, 2011 from http://www.eric.ed.gov/PDFS/ED448443.pdf
70. Park, K.L. and Scott, T.M. 2009. Antecedent-based interventions for young people at risk for emotional and behavioral disorders. Behavioral disorders, 34: 196-211.
71. Pelham, W.E., Carlson, C., Sams, S.E., Vallano, G., Dixon, M.J. and Hoza, B. 1993. Separate and combined effects of Methylphenidate and behavior-modification on boys with attention-defecit hyperactivity disorder in the classroom. Journal of Consulting and Clinical Psychology, 6: 505-515.
72. Pellecchia, M., Connell, J.E., Eisenhart, D., Kane, M., Schoener, C., Turkel, K., Riley, M. and Mandell, D.S. 2011. We're all in this together now: Group performance feedback to increase classroom team data collection. Journal of School Psychology, 49: 411-431.
73. Plowden Report. (1967). Children and their Primary Schools. Report of the Central Advisory Council for Education in England. London: HMSO.
74. Polirstok, S. and Gottlieb, J. 2006. The impact of positive behavior intervention training for teachers on referral rates for misbehaviour, special education evaluation and student reading achievement in the elementary grades. International Journal of Behavioral Consultation and Therapy, 2: 354-361.
75. Protheroe, N. 2002. Improving instruction through teacher observation. Principal, 82: 48-51.
76. Ramsey, M.L., Jolivette, K., Patterson, D.P. and Kennedy, C. 2010. Using choice to increase time on-task, task-completion, and accuracy for students with emotional/behavioral disorders in a residential facility. Education and Treatment of Children, 33 (1): 1-21.
77. Richards, L.C., Heathfield, L.T. and Jenson, W.R. 2010. A classwide peer-modeling intervention package to increase on-task behavior. Psychology in the Schools, 47: 551-566.
78. Rimm-Kaufman, S.E., Curby, T.W., Grimm, K.J., Nathanson, L. and Brock, L.L. 2009. The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45: 958-972.
79. Rock, M.L., Gregg, M., Thead, B.K., Acker, S.E., Gable, R.A. and Zigmond, N.P. 2009. Can you hear me now? Evaluation of an online wireless technology to provide real-Time Feedback to special education teachers-in-training. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 32: 64-82.
80. Roschelle, J. and Teasley, S.D. 1995. " The construction of shared knowledge in collaborative problem solving ". In Computer-Supported Collaborative Learning, Edited by: O'Malley, C.E. 69-197. Berlin: Springer-Verlag.
81. Rotgans, J.I. and Schmidt, H.G. 2011. Situational interest and academic achievement in the active-learning classroom. Learning and Instruction, 21: 58-67.
82. Schneider, N. and Goldstein, H. 2009. Social Stories[TM] improve the on-task behavior of children with language impairment. Journal of Early Intervention, 31: 250-264.
83. Schneider, N. and Goldstein, H. 2010. Using social stories and visual schedules to improve socially appropriate behaviors in children with autism. Journal of Positive Behavior Interventions, 12: 149-160.
84. Shapiro, E.S. 1996. Academic Skills Problems Workbook, New York: Guilford Press.
85. Shernoff, D.J. and Schmidt, J.A. 2008. Further evidence of an engagement-achievement paradox among U.S. High School Students. Journal of Youth and Adolescence, 37: 564-580.
86. Shimabukuro, S.M., Prater, M.A., Jenkins, A. and Edelen-Smith, P. 1999. The effects of self-monitoring of academic performance on students with learning disabilities and ADD/ADHD. Education and Treatment of Children, 22: 397-414.
87. Shukla-Mehta, S. and Albin, R.W. 2003. Twelve practical strategies to prevent behavioral escalation in classroom settings. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 77: 50-56.
88. Sins, P.H.M., Savelsbergh, E.R., Van Joolingen, W.R. and Van Hout-Wolters, B.H.A.H. 2011. Effects of face-to-face versus chat communication on performance in collaborative inquiry modelling task. Computers & Education, 56: 379-387.
89. Spriggs, A.D., Gast, D.L. and Ayres, K.M. 2007. Using picture activity schedule books to increase on-schedule and on-task behaviors. Education and Training in Developmental Disabilities, 42: 209-223.
90. Starkman, N. 2007. Sound solutions. T.H.E. Journal, 34: 22-27.
91. Teddlie, C., Creemers, B., Kyriakides, L., Muijs, D. and Yu, F. 2006. The international system for Teacher Observation and Feedback: Evolution of an international study of teacher effectiveness constructs 1. Educational Research and Evaluation, 12: 561-582.
92. Thijs, J.T. and Koomen, H.M.Y. 2008. Task-related interactions between kindergarten children and their teachers: The role of emotional security. Infant and Child Development, 17: 181-197.
93. Thompson, C.J. 2011. Multi-sensory intervention observational research. International Journal of Special Education, 26: 202-214.
94. Trolinder, D.M., Choi, H. and Proctor, T.B. 2004. Use of delayed praise as a directive and its effectiveness on on-task behavior. Journal of Applied School Psychology, 20: 61-83.
95. Van Tassel-Baska, J., Quek, C. and Feng, A.X. 2006. The development and use of a structured teacher observation scale to assess differentiated best practice. Roeper Review, 29: 84-92.
96. Vandenberg, N.L. 2001. The use of a weighted vest to increase on-task behavior in children with attention difficulties. The American Journal of Occupational Therapy, 55: 621-628.
97. Walker, G., Audette, R. and Algozzine, R. 1998. Increasing time on task through total quality education. ERS Spectrum, 16: 11-16.
98. Warren, S., Dondlinger, M.J., Stein, R. and Barab, S. 2009. Educational game as supplemental learning tool: Benefits, challenges, and tensions arising from use in an elementary school classroom. Journal of Interactive Learning Research, 20: 487-505.
99. Werthamer-Larsson, L., Kellam, S. and Wheeler, L. 1991. Effect of first-grade classroom environment on shy behavior, aggressive behavior, and concentration problems. American Journal of Community Psychology, 19: 585-602.
100. Wheeler, L., Pumfrey, P. and Wakefield, P. 2009. Variability of ADHD symptoms across primary school contexts: an in-depth case study. Emotional and Behavioural Difficulties, 14: 69-84.
101. Wilczynski, S.M., Fusilier, I., Dubard, M. and Elliot, A. 2005. Experimental analysis of proximity as a social stimulus: Increasing on-task behavior of an adolescent with autism. Psychology in the Schools, 42: 189-196.
102. Williamson, B.D., Campbell-Whatley, G.D. and Lo, Y. 2009. Using a random dependent group contingency to increase on-task behaviors of high school students with high incidence disabilities. Psychology in the Schools, 46: 1074-1083.
103. Wood, B.K., Umbreit, J., Liaupsin, C.J. and Gresham, F.M. 2007. A treatment integrity analysis of function-based intervention. Education and Treatment of Children, 30: 105-120.