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Decreasing transition times in elementary school classrooms: Using computer‐assisted instruction to automate intervention components
Author(s) -
Hine Jeffrey F.,
Ardoin Scott P.,
Foster Tori E.
Publication year - 2015
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1002/jaba.233
Subject(s) - praise , psychology , intervention (counseling) , psychological intervention , task (project management) , fidelity , behavior change , mathematics education , developmental psychology , social psychology , computer science , telecommunications , management , psychiatry , economics
Research suggests that students spend a substantial amount of time transitioning between classroom activities, which may reduce time spent academically engaged. This study used an ABAB design to evaluate the effects of a computer‐assisted intervention that automated intervention components previously shown to decrease transition times. We examined the effects of the intervention on the latency to on‐task behavior of 4 students in 2 classrooms. Data also were collected on students' on‐task behavior during activities and teachers' use of prompts and praise statements. Implementation of the intervention substantially decreased students' latencies to on‐task behavior and increased on‐task behavior overall. Further, the 2 teachers used fewer prompts to cue students to transition and stay on task and provided more praise during intervention phases. We discuss how automating classroom interventions may affect student and teacher behavior as well as how it may increase procedural fidelity.