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| Content Provider | Springer Nature Link |
|---|---|
| Author | Flower, Andrea |
| Copyright Year | 2014 |
| Abstract | In the classroom, time on-task is critical because it is linked to learning and success. When off-task behaviors occur, substantial learning and instructional time may be lost. Many students with disabilities struggle with remaining on-task, particularly during independent practice periods. Strategies to increase time on-task during classroom activities are sorely needed, particularly for independent practice. An alternating treatments design was used to investigate the effect of an iPad on time on-task during independent practice for three students with emotional/behavioral disorders compared to their time on-task during a typical independent practice condition. Additionally, teachers’ and students’ viewpoints regarding effectiveness of the iPad and acceptability of its use were assessed. Findings suggested that iPad use produced increased time on-task compared to the typical independent practice condition for all three students. Teachers and students perceived the iPad as a positive addition as they both viewed it as effective and acceptable. Implications, limitations, and areas for future research are also addressed. |
| Starting Page | 435 |
| Ending Page | 448 |
| Page Count | 14 |
| File Format | |
| ISSN | 10530819 |
| Journal | Journal of Behavioral Education |
| Volume Number | 23 |
| Issue Number | 4 |
| e-ISSN | 15733513 |
| Language | English |
| Publisher | Springer US |
| Publisher Date | 2014-09-12 |
| Publisher Place | Boston |
| Access Restriction | One Nation One Subscription (ONOS) |
| Subject Keyword | Computer-assisted instruction (CAI) iPad Time on-task Challenging behavior Social validity Child and School Psychology Learning & Instruction |
| Content Type | Text |
| Resource Type | Article |
| Subject | Education Developmental and Educational Psychology |
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