Class
Article
College
Emma Eccles Jones College of Education and Human Services
Department
Special Education and Rehabilitation Department
Faculty Mentor
P. Raymond Joslyn
Presentation Type
Poster Presentation
Abstract
Educational researchers frequently target and measure student on-task behavior in academic settings. On-task behavior is typically defined based on the topography of the behavior (i.e., what it looks like to be on task). However, few studies have assessed if students being on task corresponds with students completing more work or responding more accurately. The current study examined correspondence between on-task behavior, work completion, and work accuracy for four elementary and middle-school aged children across different contingencies of reinforcement in a clinical setting. Academic engagement was assessed for each participant under different conditions: baseline, on task, work completion, work accuracy, and noncontingent reinforcement. We observed varying degrees of correspondence between on-task behavior, work completion, and work accuracy for participants across conditions. All participants responded most accurately during the work accuracy condition. The condition with most completed problems and highest percentage of on-task behavior varied across participants. The results of this study suggest there may be individual differences in children’s sensitivity to contingencies of reinforcement for academic engagement. Implication of the study and future direction are discussed.
Location
Logan, UT
Start Date
4-11-2023 1:30 PM
End Date
4-11-2023 2:30 PM
Included in
Comparison of Product and Observational Measures of Academic Engagement Under Different Contingencies of Reinforcement
Logan, UT
Educational researchers frequently target and measure student on-task behavior in academic settings. On-task behavior is typically defined based on the topography of the behavior (i.e., what it looks like to be on task). However, few studies have assessed if students being on task corresponds with students completing more work or responding more accurately. The current study examined correspondence between on-task behavior, work completion, and work accuracy for four elementary and middle-school aged children across different contingencies of reinforcement in a clinical setting. Academic engagement was assessed for each participant under different conditions: baseline, on task, work completion, work accuracy, and noncontingent reinforcement. We observed varying degrees of correspondence between on-task behavior, work completion, and work accuracy for participants across conditions. All participants responded most accurately during the work accuracy condition. The condition with most completed problems and highest percentage of on-task behavior varied across participants. The results of this study suggest there may be individual differences in children’s sensitivity to contingencies of reinforcement for academic engagement. Implication of the study and future direction are discussed.