Increasing On-Task Behavior through Positive Reinforcement

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Northern Kentucky University
This research was conducted to observe the impact of research-based intervention strategies on on-task time. The ability to stay on task has an impact on student’s academic success as they are more likely to retain information when they are engaged and focused. Being off task is defined as the student engaging in activities other than the assigned class work. Working with a middle school student the interventionist used combined interventions of a contingency contract, teacher proximity, and redirection of incompatible behaviors. After the initial implementation, the student’s on task time spiked from the baseline of 2:30 to 4:51. This research shows how impactful incentives can be when improving on task time.
2020 Celebration of Student Research and Creativity presentation
Task analysis, Incentive (Psychology), Students