Teacher Attention Delivered on Fixed-Time Schedule
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Teacher Attention delivered on a Fixed-Time schedule has been found to increase on-task behaviors and decrease off-task behaviors. This intervention is most effective for students who are misbehaving to get attention. The effectiveness of this strategy--in addition to more frequent attention from teachers--may be due to the praise students receive for on-task behaviors and the assistance they receive through redirection to engage in appropriate behaviors.
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How to:
- Set alarm to vibrate/signal at chosen designated time (every 4-5 minutes, depending on the severity or obtrusiveness of the behavior).
- Upon receiving the signal, provide individual students with specific feedback
- praise for on-task behavior (“I notice you’re generating a list of questions from the reading to share later; nicely done!”)
- redirection for appropriate behavior (not commenting on the problematic behavior (“Have you completed the reading? Begin writing a list of questions so you can share with the class soon. We want to hear your thoughts.” Instead of “You’re not working on the assignment again.”)
- Interact with the student as usual in between the signals, but try to include more comments with specific feedback and encouragement instead of negative comments
Materials:
- Cell phone for alert via sound or vibration
References:
Austin, J. L., & Soeda, J. M. (2008). Fixed-time teacher attention to decrease off-task behaviors of typically developing third graders. Journal of Applied
Behavior Analysis, 41, 279-283. doi: 10.1901/jaba.2008.41-279
Riley, J. L., McKevitt, B., C., Shriver, M. D., & Allen, K. D. (2011). Increasing on-task behavior using teacher attention delivered on a fixed-time schedule.
Journal of Behavioral Education, 20, 149-162. doi: 10.1007/s10864-011-9132-y
Simonsen, B., Little, C. A., & Fairbanks, S. (2010). Effects of task difficulty and teacher attention on the off-task behavior of high-ability students with
behavior issues. Journal for the Education of the Gifted, 32(2), 245-260.
Austin, J. L., & Soeda, J. M. (2008). Fixed-time teacher attention to decrease off-task behaviors of typically developing third graders. Journal of Applied
Behavior Analysis, 41, 279-283. doi: 10.1901/jaba.2008.41-279
Riley, J. L., McKevitt, B., C., Shriver, M. D., & Allen, K. D. (2011). Increasing on-task behavior using teacher attention delivered on a fixed-time schedule.
Journal of Behavioral Education, 20, 149-162. doi: 10.1007/s10864-011-9132-y
Simonsen, B., Little, C. A., & Fairbanks, S. (2010). Effects of task difficulty and teacher attention on the off-task behavior of high-ability students with
behavior issues. Journal for the Education of the Gifted, 32(2), 245-260.
