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Decreasing transition times in elementary school classrooms: Using computer-assisted instruction to automate intervention components

Hine, Jeffrey F. ; Ardoin, Scott P. ; Foster, Tori E.

Journal of applied behavior analysis, 2015-09, Vol.48 (3), p.495-510 [Periódico revisado por pares]

United States: Blackwell Publishing Ltd

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Título:
Decreasing transition times in elementary school classrooms: Using computer-assisted instruction to automate intervention components
Autor: Hine, Jeffrey F. ; Ardoin, Scott P. ; Foster, Tori E.
Assuntos: Agreements ; Automation ; CAI ; Child ; classroom behavior management ; Classroom Techniques ; Classrooms ; Computer Assisted Instruction ; Cues ; Elementary School Students ; explicit timing procedures ; Female ; Fidelity ; Games ; Humans ; Intervention ; Learning ; Learning activities ; Male ; on-task behavior ; Preschool children ; Prompting ; Schools ; Student behavior ; Students ; Studies ; Teachers ; Teaching ; Teaching Methods ; Technology Uses in Education ; Time Factors ; Time Factors (Learning) ; Time Management ; Time on Task ; transitions
É parte de: Journal of applied behavior analysis, 2015-09, Vol.48 (3), p.495-510
Notas: ark:/67375/WNG-W61N11PJ-X
ArticleID:JABA233
istex:F7D5C966EC63797EE7E5CCAB911E3E3953438005
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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Descrição: Research suggests that students spend a substantial amount of time transitioning between classroom activities, which may reduce time spent academically engaged. This study used an ABAB design to evaluate the effects of a computer‐assisted intervention that automated intervention components previously shown to decrease transition times. We examined the effects of the intervention on the latency to on‐task behavior of 4 students in 2 classrooms. Data also were collected on students' on‐task behavior during activities and teachers' use of prompts and praise statements. Implementation of the intervention substantially decreased students' latencies to on‐task behavior and increased on‐task behavior overall. Further, the 2 teachers used fewer prompts to cue students to transition and stay on task and provided more praise during intervention phases. We discuss how automating classroom interventions may affect student and teacher behavior as well as how it may increase procedural fidelity.
Editor: United States: Blackwell Publishing Ltd
Idioma: Inglês

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Decreasing transition times in elementary school classrooms: Using computer-assisted instruction to automate intervention components

Hine, Jeffrey F. ; Ardoin, Scott P. ; Foster, Tori E.

United States: Blackwell Publishing Ltd

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