1. Correcting Off-Task Behavior Affecting Academic Progression
Jessica Cisse Research
Professor: O’Conner-Petruso Spring 2016

2. Table of content Introduction Research Design Statement of the Problem
Operational Definition
Targeted Population
Research Hypothesis
Threats to Validity
Threats to External Validity
Data
Proposed Data
Correlations

3. Introduction
It has been said that learning is difficult when students’ off-task behavior distract their learning and their fellow peers around them. Off-task behavior refers to any behavior that takes the student away from academic and classroom tasks. Students’ actions may be due to environmental and academic factors that can be modified or eliminated to strengthen focus on tasks. In order to ensure academic success of students, teacher may need to differentiate management plan according to individual needs in the classroom. In some cases function-based behavior interventions may need to be implemented for students with more intensive behavior needs. In doing so, conducting a functional behavior assessment (FBA) develops an individualized plan that informs effective intervention strategies (Ingram, Lewis-Palmer, & Sugar, 2005).

4. Research design Single Subject Experiment ABC Design
ABC Checklist, FBA

5. Statement of the Problem
Male student in second grade class was observed exhibiting off task behavior throughout all content areas. The Off-task behavior was defined, as any time the student was not working on classroom activities, demonstrated a lack of self-control, inflecting physical harm on himself. These behaviors negatively impacted academic performance in the classroom. The behavior was documented in the Anecdotal notebook.

6. Operational Definition
Behavior is something that a person does that can be observed, measured, and repeated. When we clearly define behavior, we specifically describe actions (e.g., Sam talks during class instruction). We do not refer to personal motivation, internal processes, or feelings (e.g., Sam talks during class instruction to get attention). Operationally measuring behavior defines the target behavior (i.e., the behavior to be changed or the problem behavior) as well as the desired behavior. Being able to operationally define a behavior is important because it helps teachers to:
• Collect data on the behavior, either by observing the student or by asking others about the student
• Collect accurate information about when the behavior occurs
• Optimize the available services or supports for data collection
• Focus on the interaction between the environment and student instead of assuming that innate issues are the behavior’s source (e.g., “He’s a troubled kid.”)
• Describe what they want their students to do in an unmistakable manner so that others can assist in their efforts
• Design an appropriate intervention
• Determine whether the behavior has changed once an intervention has been implemented
Write individualized education program (IEP) behavioral goals and objectives, conduct functional behavior assessments, and communicate with others (e.g., parents, other teachers, guidance counselors)Importance of On-Task Behavior and Academics (iris-peabody.com)
Off-Task Behavior
When a student is not engaged in or working on a pre-selected task or activity.

7. Targeted Population
A single-subject case study is being observed for the research of this paper. Student X is currently is a seven year old bi-racial (African American & Caucasian) male, second grade student in an urban setting in Brooklyn New York. He is an only child in a single parent household of a mother from a low income community in Crown Heights Brooklyn, New York.
 He is currently one of my students. He is registered in a class size of twenty students to one teacher and teacher assistant (TA), which are both of African American ethnicity. He is one of the two bi-racial of African American and Caucasian ethnicity; he as the male and there is a female. There is two Hispanic females in my class and the majority are African American. Student X is one of the fifteen four year old children in the class. The other five are three years old.
This student exhibits off task behavior throughout all content areas of the school day. This off-task behavior was defined as any time the student was not working on classroom activities, demonstrated a lack of self-control, inflecting physical harm on himself. This behavior negatively impacted academic performance in the classroom. The behavior was documented in the Anecdotal notebook. 
Due to his very frequent problematic behaviors, majority of the students in the class refrain from socializing with him as much because he at times imparts physical harm on others when they interrupt his independent play activities. He rather play along side his peers instead of with them. Though; they are three other students that will engage in interaction with him; two males and one female student. When doing so, Student X has to be the boss and dictate roles to other students, if by any chance the roll switches, student X problematic behaviors appear.

8. Research Hypothesis
Using Verbal Reinforcing language for 21 times a day (3 times per subject area for all content areas: Literacy, Mathematics, Social Studies, Science, Art, Physical Education and Music throughout the day for a consecutive of 4 weeks will eliminate self-physical harm of a Pre-K Autistic male student in a Private School in Brooklyn New York as measured by a continuum of daily observation checklist.
In, incorporating this hypothesis, will allow the experiment of implementing strategies to intervene into the problematic behaviors and elevate this issues that arise while student X exhibits off-task behavior.

9. Threats to Internal validity
History: student amount of sleep, family life, stress may affect their attention span on a given day of the survey and experiments
Maturation: student’s maturity and growth, ADD/ADHD symptoms, which may affect their ability to focus; curriculum becomes repetitive
Testing/Instrumentation: may not answer honestly, which affects the results

10. Threats to External validity
Experimenter: Student may not answer the survey truthfully (nervousness; fear of judgment)
Selection-Treatment Interaction: Consent from student & guardian in participation
Surveys: Student may answer differently since they were surveyed
Hawthorne Effect: Student may modify/change behavior, work habits to satisfy/please experimenter.

11. Data
Proposed Data
No Pre-Test: A survey was administered to student about their attention and work habits
Surveys will be given daily to track emotions and attention span
No Post-Test: will be administered to see if techniques were suitable
Correlation Data
(Attitude Rating Scale)

12. Instruments Consent Forms: Parent/Guardian; Subject; Administration
Student Surveys
ABC Checklist
Functional Behavior Assessment (FBA)
Behavior Intervention Plan (BIP)

13. Sample of the ABC checklist

14. Survey Rating scale
Question(s) chosen from pre-test & post test surveys:
--Do you like coming to school?
--How do you feel today?
--Do you like to be around your peers (classmates/friends?
Do you like rules?
--Do you following rules?
How do you feel when you have to go to ____________ center
This is a sample of the pre & post survey given

15. Charted Observation
During the observations, student X exhibited problem behavior in approximately 37% of the intervals in which instruction (either small or large group) was taking place. Approximately 63% of his off task and disruptive behaviors during instruction were followed by an escape, while 41% were followed by peer attention, 15% were followed by teacher attention, and 23% were followed by peer attention and escape (stated in Figure). It appeared that much of student’s off task behavior during instruction was working on other work when the expectation was to be seated at a clean desk and have eyes on the teacher. This resulted in finding out that during instruction, Christopher is off task and disruptive, which appears to be maintained by escaping the instruction and receiving attention from peers.

16. Event Recordings Week 1-4
Day
Observation Period
Frequency Behavior
3/7/2016 45
.24
3/8/2016
.26
3/9/2016
3/10/2016
.20
3/11/2016
.17
3/14/2016
.33
3/15/2016
3/16/2016
3/17/2016
.22
3/18/2016
.13
3/21/2016
3/22/2016
3/23/2016
3/24/2016
3/25/2016
.11
3/28/2016
3/29/2016
3/30/2016
3/31/2016
4/1/2016
.15

17. ABC design Results of Interventions

18. References
O’Connor-Petruso, S. (2013). Descriptive Statistics Threats to Validity. Retrieved from