Increasing On-Task Behavior in an Elementary Student During Mathematics Seatwork by Interspersing Additional Brief Problems

Abstract

Using analogue conditions, previous researchers improved students' perceptions of mathematics assignments by adding and interspersing brief problems to mathematics worksheets (e.g., Logan & Skinner, 1998). In the current study, an alternating treatments design was used to evaluate the effects of the interspersal procedure on an elementary student who was referred to a school psychologist for high rates of off-task behavior during independent seatwork. Results showed that the procedure increased the student's on-task levels during classroom mathematics assignments. Discussion focuses on implications for practitioners and on future research designed to improve students' (a) academic behaviors, (b) academic performance, and (c) perceptions of assignments.

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