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FinalActionResearch-2.pptxFinal Action Research Project Presentation
EEXX 507
Summer 2020
Name
Problem Statement
State the problem you are addressing and the support it with information on your population.
The onset of the COVID-19 pandemic has created an enlarged setting for distance learning challenging teachers, parents and students as well. Student were required to adjust from school environment to home setting to complete the academic year that triggers maladaptive behaviors, especially throughout our target population: gifted students with ADHD at elementary school levels.
Purpose of the Study
This study focused on designing and applying and intervention plan to increase time on task during distance learning with gifted students with ADHD at elementary school levels.
Literature Review Brief
Five bullets with major themes that emerged from your literature review with citations
Jessica L. Riley, B. M., (2011), proposed a study on the increase of on-task behavior through the use of teacher attention on a fixed-time schedule. This research is directly related to our topic, because explains the effectiveness of the fixed-time delivery during the learning process while increasing students’ on-task behavior and decreasing their off-task behavior during distance learning.
Tycho and Dekkers, 2017 studied children with ADHD and without ADHD from elementary schools to test motivation under reinforcing and non-reinforcing conditions. This is a key input for our research paper, because it proves the existence of a difference between the effect of time-on-task in children with and without ADHD, and also informs researchers on how children diagnosed with ADHD are low in sense of motivation.
Nines, M. D. (2010),this study also directly addressed one of my areas of focus. As we were intended to cover the role of attention and fixed-attention for on-task behavior during distance learning with students diagnosed with ADHD at elementary level. We used this article for its research findings about the effect of peer intervention on the behavior of children diagnosed with ADHD. Therefore, it provides evidence of peer intervention as an agent of behavior change.
Karrie E. Godwin a, M. V. (2016). This Article focuses on three elements that could affect the on-task behavior of children. It helped us understand empirical evidences to inform interventions that could help students to better engage in learning processes. This research concludes that children’s response on-task-tine is impacted by different factors that include, environment, gender, class and peer intervention.
Lee, 2018 had some relevant findings pertaining to our line of research. This study found that students with higher Self-Regulating Learning (SRL) capacity would have longer time-on-task. We used this article in our research to represent the relationship between on-time-task and online classes.
Needs Assessment
Data prior to intervention – baseline etc.
To establish the variables accordingly, subjects were assessed to set their needs and expectations. The collection of data was carried out through several instruments:
Questionnaire (students) pertaining the topic of distance learning and the perception of the subjects on specific areas such as time and workload.
Questions About Behavioral Function (QABF, applied to caregivers) questionnaire which is a widely used indirect assessment tool designed to assist mental health practitioners in assessing the function of maladaptive behaviors in individuals diagnosed with a developmental disability. We employed the QABF to establish the functions of the maladaptive behavior displayed by the population. This assessment also allowed us to acquire a more precise and reliable information from the caregivers.
Antecedent- Behavior -Consequence chart, also known as ABC recording model for my periods of direct observation with the students. An ABC Chart is used to organize information over several observation sessions by recording the types of behaviors observed and the events that precede and follow the behavior. Observing and recording ABC data assisted us in forming a hypothesis statement and gathering evidence that the function maintaining a problem behavior has been identified.
Baseline Data
| Behavior Data | 5/6/20 | 5/7/20 | 5/8/20 | ||
| Off-Task | |||||
| 1 | Baseline | 9 | 5 | 7 | |
| 2 | |||||
| Daily Average | 7 |
| Behavior Data | 5/6/20 | 5/7/20 | 5/8/20 | ||
| Task Refusal | |||||
| 1 | Baseline | 3 | 5 | 6 | |
| 2 | |||||
| Daily Average | 5 |
Student A
Student B
| Behavior Data | 5/6/20 | 5/7/20 | 5/8/20 | ||
| Task Refusal | |||||
| 1 | Baseline | 7 | 5 | 7 | |
| 2 | |||||
| Daily Average | 6 |
| Behavior Data | 5/6/20 | 5/7/20 | 5/8/20 | |
| Bolting | ||||
| 1 | Baseline | 5 | 6 | 6 |
| 2 | ||||
| Daily Average | 6 |
Intervention Designed
Several interventions were designed to address the maladaptive behaviors during time on-task.
DRA
Premack Principle
Token Economy
Escape Extinction
We also implemented antecedent manipulation strategies to prevent and/or remove environmental triggers of maladaptive behaviors such as:
Accommodate the work area in a way that minimizes student’s running away from it
Provided frequents breaks and use a timer to stablish the beginning end of activity.
Interspersing activities.
Advise students to use the bathroom and drinks water and/or eats before beginning activities.
Set up the computer or paper activity that student is going to work on before deliver the instruction.
To target maladaptive behavior, besides applying interventions, it is necessary to teach the students an appropriate alternative behavior (AKA, replacement behavior):
Appropriate escape (asking for breaks)
Stay on Task
Following instructions
Data Post Intervention
Description of Post Intervention Outcomes and how this is supported by the literature
Conclusion and Lessons Learned
The results of this study showed the positive impact of intervention strategies applied to maladaptive behaviors and a subsequent increase of appropriate behaviors we feel compelled to continue along this line of inquiry. In the future, we would like to extend the interventions to larger and more diverse samples. Likewise, we would like to try alternating treatment design to define the most accurate and effective intervention in various settings; that would comprise classroom settings as well. This line of research could be useful to determine the precision of strategies as related to different population groups, settings, length of study, study subjects, and many other determinant variations.
