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

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 instructional context on classroom on-task behavior: A matched comparison of children with ADHD and non-ADHD classmates

2013 ◽  
Vol 51 (4) ◽  
pp. 487-498 ◽  
Author(s):  
Lindita Imeraj ◽  
Inge Antrop ◽  
Edmund Sonuga-Barke ◽  
Dirk Deboutte ◽  
Ellen Deschepper ◽  
...  
Keyword(s):  
Children With Adhd ◽  
Task Behavior ◽  
Instructional Context ◽  
On Task Behavior ◽  
Matched Comparison ◽  
The Impact

Self-Recording during Group Instruction: Effects on Attention to Task

1981 ◽  
Vol 4 (4) ◽  
pp. 407-413 ◽  
Author(s):  
Daniel P. Hallahan ◽  
Kathleen J. Marshall ◽  
John Wills Lloyd
Keyword(s):  
Small Group ◽  
Oral Reading ◽  
Learning Disabled ◽  
Small Group Instruction ◽  
Group Instruction ◽  
Self Monitoring ◽  
Task Behavior ◽  
On Task Behavior ◽  
Procedural Components ◽  
Attention To Task

The effects of self-monitoring on attention to task during small-group instruction were investigated. Three learning disabled (LD) boys with severe attentional problems were taught to self-monitor their on-task behavior while participating in oral reading tasks. A reversal design demonstrated marked increases in attention to task for all three students. The higher levels of on-task behavior were maintained during two subsequent phases in which external components of the self-monitoring procedure were withdrawn. The results indicate that self-monitoring procedures can be effectively employed during oral, small-group instruction, and that positive behavioral changes can be maintained over a period of time following the gradual fading of external, procedural components.

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