Task Engagement Program (TEP) Chapter 9 Rebecca Clark Becky Cheatham

Task Engagement Program Student/s earn points for being task engaged during set intervals If the previously determined amount of points is earned a Preferred Activity Time is earned A zero is recorded for an interval as soon as the teacher notices a child being disengaged

Beeper system vs. TEP  Beeper system is what Dr. Friend presented in class  Beeper system is recommended to be at random intervals  Beeper system monitors and records whether or not the student is on-task in the moment that the beep goes off.  TEP is at regular intervals (e.g. 10 minutes)  TEP monitors and awards points for students that are engaged for the entire interval

Research Based Intervention  Use of intervals of engaged behavior is effective (Kaufman and O’Leary 1972)  Using percentiles of task engagement to shape behavior is effective (Athens et al 2007)  P.A.T. has been proven an effective reinforcer (Downings, et al 2005)  Useful to use a Preferred Activity Time that will reinforce lesson with a learning game  make simple  Pick the best activity of the day for PAT

With which class and/or students will I use TEP?  Can be used for an individual student, a group of students or an entire class  Becky chose one high school student with A.D.H.D. and E.D. in a 50 minute Algebra class  Rebecca chose whole class implementation for an 8 th /9 th grade Learning Strategies class with 9 students. This class is primarily used for homework completion.

How many intervals and how long?  Rebecca initially chose three 15 minute intervals for the 45 minute class.  However, after discussing this with the classroom teacher, it was changed to four 10 minute intervals and one 5 minute interval.  After a few days of baseline measurements, four of the nine students had an average of one or fewer successful intervals. Therefore, Rebecca changed to 5 minute intervals for those 4 students only.

Designing a chart or scoring system and teaching it to the student/s  This is where adaptations for different ages of students are necessary  Rebecca used the chart that you see here and used +  Becky used a clipboard for tally marks.  Elementary teachers could use stars or stickers

Defining disengagement and putting up a visual reminder  A T chart like this one or the one Dr. Friend made with us in class works well.  Younger or less verbal students may need visuals in addition to words.  Explicitly teaching and modeling examples and non- examples of engagement is necessary.

Collecting baseline data for each student  On your chart, immediately mark a zero if the student becomes noticeably disengaged.  Tell the student that you are marking a zero and why.  At the end of each interval, all the students who do not have zeros get the point, or star for that interval.  At the end of the period, count the total number of tallies.  Collect baseline data for 5-8 days.

Decide on an appropriate reinforcer

Rebecca’s data: Whole class 8 th /9 th grade with PAT DAY

Five 10 minute intervals each day

Advantages Evaluation Teacher does not have to record behavior of large class at the demand of a beeper No need for specific equipment Record disengaged behavior when seen during an interval Disadvantages Distracting to stop lesson to give immediate feedback after each zero given The focus is on the disengaged behavior Zero can be seen as a punishment in a response cost system

Other ways to adapt Adapt P.A.T. Younger kids Class leader First to leave the room Teacher assistant Learning game Older kids No homework pass Computer time Learning game Be certain all students’ goals is attainable Adapt to levels of ability and baseline frequency Adapt according to time of the school year Use rewards more frequently at the beginning of the year Then intermittent with praise Then at the end of year no extrinsic rewards Math Swap – 2 teams, all members participate at once, timed solving one equation, after allotted time everyone passes their paper to someone on the other team to check the equation. Points are given to teams for correct answer

References Athens, et. Al. (2007). Shaping Academic Task Engagement with Percentile Schedules. Journal of Applied Behavior Analysis, 40(3), Cipani, E. (2008). Classroom Management for All Teachers: Plans for Evidence-based Practice. Third Edition. Upper Saddle River, New Jersey: Pearson Education, Inc. Downings, J. Keating, P, Bennett, C, Based (2005) “Effective Reinforcment Techniques in Elementary Physical Education; The key to Behavior Management. Physical Educator, 62 (3), Education World (2008) Preferred Activity Time; retrieved on November 1, 2010, condensed from Tools for Teaching, Dr. Fred Joneswww.educationworld.com Fred Jones CompanyFred Jones Company( )Math P.A.T./mathmatchit, retrieved on November 1, 2010, P.A.T./mathmatchit Kaufman, K.E., O’Leary, K. D. (1972). Reward, cost, and self-evaluation procedures for disruptive adolescents in a psychiatric hospital school. Journal of Applied Behavior Analysis, 5,