An Evaluation of the Use of a Time-in Procedure to Increase On-task Behavior

Abstract

Off -task behavior is problematic as it interferes with an individual’s ability to be successful (Ackerman & Shapiro, 1984). Some of the most reported problems that teachers experience in the classroom are related to a student’s difficulty remaining on-task (Bowen, Jenson, & Clark, 2004). On-task behavior has also been identified by teachers as a highly desirable behavior and may result in higher levels of approval and recognition from those teachers (Walker & Rankin, 1983). Time-in procedures have been found to be an effective treatment for reducing escape-maintained behavior (Williams, 1977; Brown, 2012). There has been no research evaluating the effectiveness of a time-in procedure for increasing on-task behavior. The current study evaluates and compares the effectiveness of time-in and a free- operant procedure for increasing work duration. Three children with teacher reported off task behavior participated in the study. The study compared fixed time and fixed interval schedules procedure and finding that a fixed interval, time-in procedure was effective in increasing the duration of on-task behavior for two of the three participants. The third participant exhibited lower durations of on-task behavior in the fixed interval condition as compared to the fixed time condition. However, the third participant exhibited higher rates of problem completion when on- task in the fixed interval time-in condition.