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Effect of Task Sequence and Preference on On-Task Behavior.

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Title: Effect of Task Sequence and Preference on On-Task Behavior.
Authors: Warren, Tiffani (AUTHOR), Cagliani, Rachel R. (AUTHOR), Whiteside, Erinn (AUTHOR), Ayres, Kevin M. (AUTHOR)
Source: Journal of Behavioral Education. Mar2021, Vol. 30 Issue 1, p112-129. 18p. 1 Black and White Photograph, 6 Graphs.
Subjects: Scheduling, Tasks, Students with disabilities, Behavior
Abstract: This study compared effects of student choice of task sequence to two variations in teacher-manipulated task sequences on on-task behavior of elementary-aged students with disabilities. Researchers modified Call et al.'s (J Appl Behav Anal 42: 723–728, 2009) demand assessment to determine high-, moderate-, and low-probability tasks. Next, researchers applied the results from the demand assessment to inform teacher-manipulated variations in task sequences: a high- to low-probability task sequence and low- to high-probability task sequence. These sequences were then embedded in a visual activity schedule (VAS). Results of task sequence manipulation embedded in a VAS indicated slightly higher median percentages of on-task behavior for the high- to low-probability task sequence. Future directions for research based on these preliminary data are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Effect of Task Sequence and Preference on On-Task Behavior.
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  Data: <searchLink fieldCode="AR" term="%22Warren%2C+Tiffani%22">Warren, Tiffani</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cagliani%2C+Rachel+R%2E%22">Cagliani, Rachel R.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Whiteside%2C+Erinn%22">Whiteside, Erinn</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ayres%2C+Kevin+M%2E%22">Ayres, Kevin M.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Behavioral+Education%22">Journal of Behavioral Education</searchLink>. Mar2021, Vol. 30 Issue 1, p112-129. 18p. 1 Black and White Photograph, 6 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Scheduling%22">Scheduling</searchLink><br /><searchLink fieldCode="DE" term="%22Tasks%22">Tasks</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior%22">Behavior</searchLink>
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  Data: This study compared effects of student choice of task sequence to two variations in teacher-manipulated task sequences on on-task behavior of elementary-aged students with disabilities. Researchers modified Call et al.'s (J Appl Behav Anal 42: 723–728, 2009) demand assessment to determine high-, moderate-, and low-probability tasks. Next, researchers applied the results from the demand assessment to inform teacher-manipulated variations in task sequences: a high- to low-probability task sequence and low- to high-probability task sequence. These sequences were then embedded in a visual activity schedule (VAS). Results of task sequence manipulation embedded in a VAS indicated slightly higher median percentages of on-task behavior for the high- to low-probability task sequence. Future directions for research based on these preliminary data are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10864-019-09358-1
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        Text: English
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      – SubjectFull: Tasks
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      – SubjectFull: Students with disabilities
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      – SubjectFull: Behavior
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              Text: Mar2021
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