Introducing On-Task in a Box

Dr. William R. Jenson Dept. Educational Psychology

University of Utah Salt Lake City, Utah 84112

801-581-6508 jenson@ed.utah.edu

American Academy of Pediatrics

In 2011, the American Academy of Pediatrics (AAP, 2011) issued a position statement that the diagnosis of ADHD should be extended down from its current low age limit to as early as four years of age to an upper limit of 18 years of age. This change was done primarily to introduce effective treatment at an earlier age to achieve optimal improvements in behavior. In this position statement, physicians were encouraged to consider “behavior therapy” and “behavior interventions” as an evidence based treatment to be use first or with prescription of stimulant medication especially for younger children.

Something Else Works

Video Modeling

The First Study

Self-Modeling ADHD

But Nobody Does It

?

You Can Get On of These In Two Days

A Package Ready Cat

Why Not One Of These?

What is On-Task In a Box?

• It is a self-contained program with everything in the program box: – Box

– Implementation Manual-Appendices

– Fasthands Animation DVD for Instruction

– Peer Model DVD

– Reinforcement Spinner

– MotivAider

• It is designed to improve in in-class On-Task rates and Academic Performance of:

– Off-Students 60% or less on-task

– Attention Deficit Hyperactivity Disorder (ADHD)

– Emotionally Disturbed/Behaviorally Disordered (ED/BD)

– Fall between the Cracks Students

How Can On-Task In a Box be

Used?

• It can be used with Individual Student in an

professional office setting (i.e. school

psychologist, teacher, school counselor, school

social worker, behavior specialist)

• It can be used with two student together in a

Buddy System

• It can be used with a Whole Classroom as an

interdependent group contingency

Table of Contents

On-Task In a Box • What this Program will Do for You

• Introduction: What is On-task and Why is it Important?

• What is On-Task in a Box?

• Who Can Benefit from On-Task in a Box?

• Students with Special Education Classification and Clinical Diagnoses

• Who is the Program For? And Who Can Implement the Program?

• Program Options

• Is On-Task in a Box Effective?

• Working with and Individual Student in Your Office Program

• Working with Two Students as “Buddies” Program

• Working with a Whole Classroom

• References

• Appendix 1: Suggested Reinforcers

• Appendix 2: Fun’O’Meter and Student Feedback Form

• Appendix 3: Behavior Contract Examples

• Appendix 4: Homenote Examples

• Figure 1: Picture of MotivAider

• Figure 2: Clare Research Figure

• Figure 3: King Research Figure

• Figure 4: Behavior Observation Form

• Example of Self-Plotting Graph and Self-Recording Form

• Story Boards for Fasthand Animation Videos

Student (2) Referral

Assessing Students for the Program

• 60% or Less On-Task

Three Phases of the Program

• Teacher Orientation (once)

• Student Orientation (two to three meetings)

• Student Intervention with Weekly Teacher Meeting

(approximately 15 minutes)

Teacher Orientation

Before each participant entered the intervention phase,

the teachers also took part in an orientation.

During the teacher orientation, the program

Implementer:

① Explain the On-Task in a Box Program

② Explain the student’s self-monitoring in the class

③ Give the teacher the Steps to Implementation of

Self-Monitoring Form which summarizes their role in

helping the student self-monitoring in the classroom

Student Orientation

• During the Orientation Session the participant is:

① Taught the definition of on-task behavior.

② Taught how to use the MotivAider and Self-Recording form to self-monitor their on-task behavior.

③ Taught how to keep track of their on-task behavior on a self-plotting graph.

④ Rewarded for participating with the Spinner/Mystery Motivator

The skills learned by the participants during the orientation are taught via Fasthands animation video, peer modeling video, and facilitator instruction.

Teaching the Definition of On-Task

and Off-Task and the Program

Teaching How to Use the

MotivAider and Self-Record On-

Task

Teaching How to Self-Record On-

Task Progress Self-Graphing Form

Intervention Phase Steps

View Peer Model and Have them

Record The Peer Model’s Behavior

Intervention Sessions

During the Intervention Session the participants:

① Tracks their rate of on-task behavior in the classroom

o Self-Plotting Graph

② Review examples of their classwork with the program implementer

③ Watch a peer-model video and practiced recording on-task behavior

o 5-minute videos

o Coaching statements are made approximately every 30 seconds

④ Are debriefed

o Modeled use of Motivator one-more time

o Reminded they would self-monitor in class

o Reminded that they will come back for another session

⑤ Are rewarded for participation

o Spinner/Mystery Motivator

⑥ Marks the Fun ‘O’ Meter

Self-Monitoring Intervention in

the Classroom

• Independent seatwork sessions lasted approximately 30 minutes.

• The MotivAider is set to vibrate at

random intervals within a mean of 60 seconds

• Each time they are prompted, the participant evaluates whether or not they were on-task and marks it on the self-monitoring form.

Weekly Teacher

Follow-Up

During the intervention phase, the Program implementer held weekly follow-up meetings

with each participant’s teacher.

During each follow-up session the program implementer:

① Review the participant’s progress with the teacher.

② Help trouble shoot any problems that the participant might have had with the self-

monitoring intervention.

③ Remind the teacher of the upcoming dates when observation probes would be

conducted.

The program implementer will used the Weekly Teacher Follow-Up Meeting Checklist

during each teacher follow-up.

The Research Brian King’s

Masters Thesis and Dissertation

Participants

• One female and 5 male participants in the

2nd or 3rd grades. – 3 participants at each site

• Each student identified by their teacher as exhibiting low rates of on-task behavior and confirmed by observation.

• All students received math instruction in the regular education classroom – 2 students with classification of SLD

– 1 student with diagnoses of autism and ADHD

• Each of the students observed to have an on-task percentage at or below 53% on each of their first three baseline observations.

• Their accuracy or completion of problems on their math worksheets was observed to be below 70%.

Results: Question 1

Results: Hypothesis 2

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Baseline Intervention Follow-Up

On

-Ta

sk R

ate

s

Rates Of On-Task Behavior For All Participants Through Each Phase

Results: Hypothesis 2

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Mean 1 2 3

On

-Ta

sk R

ate

s

Site 1

Baseline To Follow-Up On-Task Rates

Baseline Intervention 3 Week Follow-up

Results: Hypothesis 2

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Mean 4 5 6

On

-Ta

sk R

ate

s

Site 2

Baseline To Follow-Up On-Task Rates

Baseline Intervention 3 Week Follow-up

Academic Performance

Results: Hypothesis 7

0

5

10

15

20

25

30

35

40

45

50

55

60

Baseline Intervention Follow-Up

Pro

ble

ms

Co

mp

lete

d

Average Number of Problems Completed for all Particpants

Results: Hypothesis 7

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Baseline Intervention Follow-Up

Item

s C

orr

ect

Average Number of Problems Correct for all Particpants

But How Accurate Were They In Self-

Monitoring Their Own Behavior?

Self-Reported On-Task Rates

• Average for all Participants: 98% (Actual: 68%)

•

•

• Site 1 Average: 97% (Actual: 81%)

•

• Participant 1: 96% (Actual: 80%)

• Participant 2: 97% (Actual: 82%)

• Participant 3: 99% (Actual: 82%)

•

• Site 2 Average: 99% (Actual: 54%)

•

• Participant 4: 99% (Actual: 41%)

• Participant 5: 99% (Actual: 67%)

• Participant 6: 99% (Actual: 55%)

Pre and Post Video

• Student 1 Before

• Student 1 After

• Student 2 Before

• Student 2 After

Thank You Very Much

Other Applications of On-Task in a

Box

Buddy System

• The goal of working with two students is to enhance the effectiveness of On-Task in a Box by working with two students simultaneously. The initial step is to recruit two students who are having difficulty with their on-task behaviors. The student can be from the same class or different classes. The two students should be from the same grade level. It is also suggested that the two students are the same sex. The two students will go through the Orientation Session(s) separately working with the program implementer. After the Orientation Sessions(s), the students will work together in the Intervention Sessions

Whole Classroom

• The On-Task-In Box Whole Classroom program is an

Interdependent Group Contingency with the whole class criteria

set at 80% on-task

• Orientation Phase Whole Class

• Teacher Keeps the MotivAider (hooked into speakers) (Interval

Minder)

• All students have a self-recording form

• When MotivAider vibrates or makes a sound

• Students are prompted to record their on-task behavior

• All self-recording forms are collected

• Three randomly chosen to see if they make the 80% criteria

• Class is rewarded with Reward Spinner and Mystery Motivators

Reward Spinner, Menu, and Mystery

Motivator

Thank You Very Much