Effects of Planning and Goal Setting on Reducing Latency to Task Engagement for Struggling Readers in Middle School

Autor/in	Stevenson, Nathan A.
Titel	Effects of Planning and Goal Setting on Reducing Latency to Task Engagement for Struggling Readers in Middle School
Quelle	In: Journal of Behavioral Education, 25 (2016) 2, S.206-222 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-015-9238-8
Schlagwörter	Program Development; Goal Orientation; Intervention; Grade 7; Grade 8; Remedial Reading; Behavior Modification; Program Evaluation; Program Effectiveness; Observation; Reading Difficulties; Middle School Students; Reading Instruction; Time + Suchen Sie Ihr Suchwort? Programmplanung; Zielorientierung; Zielvorstellung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Leseförderung; Behaviour modification; Verhaltensänderung; Programme evaluation; Programmevaluation; Beobachtung; Reading difficulty; Leseschwierigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Leseunterricht; Zeit
Abstract	The current study examined the effect of a planning and goal-setting intervention in reducing latency to task engagement. This study used a multiple baseline design across participants for two seventh-grade and two eighth-grade students in a remedial reading class. The behavioral intervention was administered in small groups at the start of each class period. Latency for transitions was measured from the conclusion of teacher directions to the initiation of assigned academic tasks. Results showed the implementation of the intervention was closely associated with immediate decreases in latency to task engagement. The intervention reduced the mean latency to task engagement for all participants and reduced the variability over baseline. Visual analysis indicate a functional relation between the intervention and changes in latency. Implications for results and suggestions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01