On-Task in a Box program
Initiative Description: Three 15 minute screening observations were conducted to determine levels of on-task behavior. Inclusion criteria included the following: a) participants had to demonstrate on-task behaviors during < 60% of observed intervals b) participants had to meet a criterion of < 70% accuracy on 3 math probes. Intervention procedures utilized the On-Task in a Box treatment manual without modification. During an orientation phase, participants viewed videos of animated characters who provided definitions of on-task and off-task behavior and of a peer model who demonstrated self-monitoring of on-task behavior by using a self-monitoring form in conjunction with a MotivAider. Participants were then given a self-monitoring form and a MotivAider to monitor on-task behavior during math while working independently. The MotivAider was programmed to vibrate and various intervals; each time it vibrated participants indicated whether they were on-task or off-task on their self-monitoring form. The combined video modeling and self-monitoring intervention provided an effective means for improving on-task behavior and resulted in collateral improvements in academic accuracy.
Study Results: Improved on-task behavior.
Reference: King, B., Radley, K. C., Jenson, W. R., & Oneill, R. E. (2017). On-Task in a Box: An evaluation of a package-ready intervention for increasing levels of on-task behavior and academic performance. School Psychology Quarterly,32(3), 306-319. doi:10.1037/spq0000162
Level of Evidence: Very Good