title: On-Task in a Box: An evaluation of a package-ready intervention for increasing levels of on-task behavior and academic performance.
abstract: The present study tested the efficacy of the On-Task in a Box program for increasing on-task behavior and academic accuracy of highly off-task students. Six students in 2nd and 3rd grades were identified by their classroom teacher as highly off-task. Following identification, the students participated in the On-Task in a Box intervention. Results of the study found immediate and large effects, which were maintained following discontinuation of the intervention. Collateral improvements in accuracy on math probes completed during independent seatwork were also observed. Teacher and participant responses to intervention acceptability questionnaires indicate the program was viewed positively. Implications for school-based adoption of the program are presented, and limitations and future research are discussed. (PsycINFO Database Record
authors.affiliation: Department of Educational Psychology, University of Utah.
authors.forename: Brian
authors.initials: B
authors.lastname: King
authors.affiliation: Department of Psychology, University of Southern Mississippi.
authors.forename: Keith C
authors.initials: KC
authors.lastname: Radley
authors.affiliation: Department of Educational Psychology, University of Utah.
authors.forename: William R
authors.initials: WR
authors.lastname: Jenson
authors.affiliation: Department of Special Education, University of Utah.
authors.forename: Robert E
authors.initials: RE
authors.lastname: O'Neill
mesh_terms: D000073978:Academic Performance; D002648:Child; D002652:Child Behavior; D006801:Humans; D015397:Program Evaluation; D012574:Schools; D013334:Students