Effects of white noise on off-task behavior and academic responding for children with ADHD

2013 ◽  
Vol 47 (1) ◽  
pp. 160-164 ◽  
Author(s):  
Andrew Cook ◽  
Sharon Bradley-Johnson ◽  
C. Merle Johnson
Keyword(s):  
White Noise ◽  
Children With Adhd ◽  
Task Behavior ◽  
Academic Responding

White noise as a possible therapeutic option for children with ADHD

2019 ◽  
Vol 42 ◽  
pp. 151-155 ◽  
Author(s):  
Thomas A. Pickens ◽  
Sara P. Khan ◽  
Daniel J. Berlau
Keyword(s):  
White Noise ◽  
Therapeutic Option ◽  
Children With Adhd

Effects of Self-Recording for On-Task and Academic Responding: A Long Term Analysis

1983 ◽  
Vol 6 (3) ◽  
pp. 5-12 ◽  
Author(s):  
T. F. McLaughlin
Keyword(s):  
Academic Performance ◽  
The Self ◽  
Long Term Effects ◽  
School Students ◽  
Behaviorally Disordered ◽  
Baseline Design ◽  
Task Behavior ◽  
On Task Behavior ◽  
Academic Responding

The purpose of the present study was to examine the immediate and long term effects of self-recording for on-task responding. Data were taken for both on-task and accuracy of performance in handwriting, spelling, and math with three behaviorally disordered elementary school students. The effects of self-recording were evaluated in a multiple-baseline design across subject-matter areas. The overall results revealed an increase in both on-task and academic performance when the students self-recorded their own on-task behavior. Only one pupil decreased his academic performance over that noted in baseline. Follow-up data taken during the first, second, and third school years yielded rates of on-task behavior over that of baseline, but not at the levels found in the self-recording condition. The practical aspects of the self-recording procedure were discussed.

Effects of White Noise on Off-Task Behavior and Sleep for Elementary-Age Students with ADHD

2019 ◽  
Vol 42 (1) ◽  
pp. 20-36 ◽  
Author(s):  
Ephraim Rosalez ◽  
Carl Merle Johnson ◽  
Sharon Bradley-Johnson ◽  
Sandra Kanouse
Keyword(s):  
White Noise ◽  
Task Behavior ◽  
Students With Adhd

Increasing Active Engagement

2018 ◽  
Vol 33 (3) ◽  
pp. 207-216 ◽  
Author(s):  
Melinda Jones Ault ◽  
Channon K. Horn
Keyword(s):  
Student Response ◽  
Mobile Technologies ◽  
High Tech ◽  
Active Engagement ◽  
Response Cards ◽  
Student Response Systems ◽  
Task Behavior ◽  
Response Systems ◽  
On Task Behavior ◽  
Academic Responding

The use of response cards is a research-based strategy to increase active engagement, on-task behavior, and academic responding. With new and affordable mobile technologies, teachers now have access to a host of high-tech digital student response systems to increase engagement. This article describes the logistical, management, and pedagogical considerations for teachers using such systems. This article provides guidelines for teachers when planning, implementing, and monitoring the use of student response systems. A classroom example is provided along with data sheets and a graphing system to use when collecting data and evaluating effectiveness. This article also provides a table of digital student response systems including their descriptions and features.

Impact of Group Size on Classroom On-Task Behavior and Work Productivity in Children With ADHD

2010 ◽  
Vol 19 (1) ◽  
pp. 55-64 ◽  
Author(s):  
Katie C. Hart ◽  
Greta M. Massetti ◽  
Gregory A. Fabiano ◽  
Meaghan E. Pariseau ◽  
William E. Pelham
Keyword(s):  
Group Size ◽  
Work Productivity ◽  
Children With Adhd ◽  
Task Behavior ◽  
On Task Behavior

The Impact of Concurrent Noise on Visual Search in Children With ADHD

2015 ◽  
Vol 22 (14) ◽  
pp. 1344-1353 ◽  
Author(s):  
Rosemary Allen ◽  
Kristen Pammer
Keyword(s):  
Visual Search ◽  
Reaction Time ◽  
White Noise ◽  
Time Variability ◽  
Detection Accuracy ◽  
Noise Condition ◽  
Reaction Time Variability ◽  
Noise Stimulus ◽  
Children With Adhd ◽  
The Impact

Objective: The purpose of this study was to investigate the impact of a concurrent “white noise” stimulus on selective attention in children with ADHD. Method: Participants were 33 children aged 7 to 14 years, who had been previously diagnosed with ADHD. All children completed a computer-based conjunction search task under two noise conditions: a classroom noise condition and a classroom noise + white noise condition. The white noise stimulus was sounds of rain, administered using an iPhone application called Sleep Machine. Results: There were no overall differences between conditions for target detection accuracy, mean reaction time (RT), or reaction time variability ( SD). The impact of white noise on visual search depended on children’s medication status. Conclusion: White noise may improve task engagement for non-medicated children. White noise may be beneficial for task performance when used as an adjunct to medication.

Self-Monitoring for Elementary School Children with Serious Emotional Disturbances: Classroom Applications for Increased Academic Responding

2000 ◽  
Vol 25 (3) ◽  
pp. 211-224 ◽  
Author(s):  
Lila Sabella Levendoski ◽  
Gwendolyn Cartledge
Keyword(s):  
Elementary School ◽  
Emotional Disturbances ◽  
School Students ◽  
Self Monitoring ◽  
Serious Emotional Disturbances ◽  
Task Behavior ◽  
Monitoring Procedure ◽  
Academic Responding ◽  
Withdrawal Design ◽  
Math Problems

An unobtrusive self-monitoring procedure was used to teach four elementary school students with serious emotional disturbances (SED) to monitor their behavior while working independently on newly taught materials. A withdrawal design was used to assess two dependent variables: percentage of on-task behavior during math seatwork and percentage of math problems completed by each student. A modest positive relationship between self-monitoring and the targeted behaviors was found. Classroom implications are discussed.

Effects of Curricular and Materials Modifications on Academic Performance and Task Engagement of Three Students with Emotional or Behavioral Disorders

2003 ◽  
Vol 28 (2) ◽  
pp. 130-149 ◽  
Author(s):  
Kerrie A. Miller ◽  
Philip L. Gunter ◽  
Martha L. Venn ◽  
John Hummel ◽  
Larry P. Wiley
Keyword(s):  
Behavioral Disorders ◽  
Task Engagement ◽  
Multiple Baseline ◽  
Positive Effects ◽  
Task Behavior ◽  
On Task Behavior ◽  
Academic Responding ◽  
Written Assignments ◽  
And Task ◽  
Emotional Or Behavioral Disorders

Effects of two curricular and materials modifications on the on-task behavior and correct academic responding of three elementary-aged students identified with emotional or behavioral disorders (E/BD) were evaluated in two separate studies. In the first study, an ABA design revealed little difference in the students’ correct responding or on-task behavior when a function (writing a letter) was provided for written assignments. When a model for correct responding was added to the conditions, correct responding and on-task behavior increased for all students in both the functional and nonfunctional activities. In the second study, a multiple-baseline-across-students revealed only limited positive effects for on-task behavior when arithmetic assignments were shortened; effects were enhanced for two of the students when a model for correct responding was added to the shortened assignment modification. Results are discussed in terms of continuing research needed in the area of curricular and materials modifications for students with E/BD.

Examining On-Task Behavior, Productivity, and Accuracy During a Math Task Among Children With ADHD

2012 ◽  
Author(s):  
Kathleen M. O'Brien ◽  
Tanya Antonini ◽  
Megan E. Narad ◽  
Jeffrey N. Epstein
Keyword(s):  
Children With Adhd ◽  
Task Behavior ◽  
Math Task ◽  
On Task Behavior
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