This study examined the association between observers and students' reports of instructional support at the classroom-level, and whether students' off-task behavior predicted their perception of instructional support over time. The sample consisted of 1306 students and 79 teachers. Multilevel Structural Equation Modeling was applied to the…

Two studies with 50 students (ages 1 to 21) with severe, profound, and multiply handicapping conditions examined similarities and differences in behavior state conditions. Among findings were that profile groups could be identified by behavior state patterns and that students spent an average of 42 percent of classroom time in state conditions not…

The project attempted to experimentally validate the use of tutoring and small group teaching formats as alternatives to one-to-one teaching procedures involving autistic children. Single-subject studies and experimental-control group designs were used to compare the effects of tutoring and small group teaching formats in public and private school…

Meta-analysis on 25 studies found that both methodologically strong and weak studies demonstrated significant behavioral deficits of children with learning disabilities in 5 areas: on-task behavior, off-task behavior, conduct disorders, distractibility, and shy/withdrawn behavior. Effect sizes clustered around 1 standard deviation. (Author/DB)

A self-monitoring treatment (via taped cues) was used to increase time-on-task behavior of two emotionally disturbed and three mentally retarded elementary grade children, all of whom were easily distracted from class activities. In general, the program resulted in improved attention to task and academic productivity. (CB)

Two studies evaluated the effects of within-task and competing visual stimulation on the mathematics performance and behavior of 17 children (ages 8-14) with attention deficit hyperactivity disorder. Results indicate the same high within-task simulation that enhanced student performance and reduced off-task behavior was effective only when…

This article reviews the literature on self-monitoring interventions with students having learning disabilities. It discusses results of self-monitoring studies in terms of major dependent measures, such as on-task behavior and academic productivity and accuracy. It then analyzes studies comparing effects of self-monitoring of attention and…

The importance of appropriate task relevant behaviors as a necessary condition for school learning has long been noted. This paper suggests a multiple measure of one set of student classroom behaviors, presents a brief theoretical basis for the measure, provides some empirical support for the use of the measure, and indicates some educational…