Running head: ACTION RESEARCH: OFF-TASK STUDENT BEHAVIOR MODIFICATION 1

Action Research:
Off-Task Student Behavior Modification
Michelle Ray
Azusa Pacific University
Jennifer Courduff
EDUC 526
ACTION RESEARCH: OFF-TASK STUDENT BEHAVIOR MODIFICATION 2

Abstract
This action research will study the implementation of behavior modifications for a
student with task refusal/avoidance behaviors. Instructional time has significantly been lost due
to Pauls off-task behaviors. There has also been a great deal of frustration between the teachers
and Paul due to numerous failed attempts to get him focussed and back on-task. The new plan
includes creating three new behavior strategies, each that will be implemented for 1 week. At the
end of the study the behavior modification strategies will be compared to see which had the best
results.

ACTION RESEARCH: OFF-TASK STUDENT BEHAVIOR MODIFICATION 3
*Students name has been changed to protect his identity
Introduction
While working at one of Lindamood-Bells Learning Processing Centers, I have learned
the importance of incentives and behavior modification plans. Our students come for intensive
reading instruction which means they are in our center for four hours a day, five days a week.
This is a taxing position for anyone to be in, especially when you consider our students are
coming to us because reading is an area of weakness for them. Lindamood-Bell has realized this
and with this in mind, they have built several incentives into the instruction. These incentives
include a nonverbal points system that allows students to earn prizes as well as public
recognition via Magical Learning Moment Cards that celebrate individual accomplishments.
These strategies work with most students and are very affective tools to keep students engaged
and removed from undesired behaviors. However, There are a few students that require
something more. These students make it very difficult to get work done and give all of their
teachers a hard time.
There is one student, Paul* in particular that has become a master at task avoidance,
which has ultimately created a sense of despair and defeat amongst his teachers. My goal in this
research study is to try a few behavior modifications and see which one or ones work best and
make his time with us more pleasant for both him and his teachers.
After researching strategies for preventing and eliminating off-task behavior, and
speaking to my coworkers about what was actually feasible for our instructional space, I have
come up with three strategies to implement and try for a weeks time. My research question is;
which of, if any of these three strategies will eliminate this students off-task behavior?
ACTION RESEARCH: OFF-TASK STUDENT BEHAVIOR MODIFICATION 4

Implementation
The first week of research will purely be a collection of baseline data. Teachers will
implement the built-in incentives that have already been in place and will notate a percentage of
how much Paul was on-task at the end of each hour.
The second week of research will implement the first additional behavior modification
plan. This plan will create a task chart for Paul for the teacher to fill out each hour with all of the
tasks that should be completed in that hour. Following the completion of each task, Paul will
then get to place a sticker on the chart, but only if he stayed on task at least 75% of the time. The
teachers will continue to notate a percentage of on-task behavior at the end of each hour.
The third week of research will introduce a new behavior modification strategy. This
strategy will allow Paul to earn breaks during each hour. Paul will have to complete two tasks
with being 75% on-task before he can earn a break. On his break he can choose from various
activities (Uno, tic-tac-toe, iPad game, telling a story, snack time). Each break will be two
minutes in length. Teachers will continue to notate the percentage of which Paul was on-task
during the hour.
The fourth week of research will introduce the final behavior modification strategy. This
strategy will create a game-board style poster where Paul can place his Star Cards (earned from
Lindamood-Bells point system). When Paul gets to certain places on the poster he will get a
mystery surprise (bonus prize from the toy chest, his choice of teachers for a day, an extra five
minute break, or a bonus star card). These surprises will all be written on pieces of paper and
placed in a jar. Paul will select a piece of paper from the jar and claim his reward. Teachers will
continue to track his on-task behavior with the percentage chart.
Results
ACTION RESEARCH: OFF-TASK STUDENT BEHAVIOR MODIFICATION 5

The results of this study were interesting. I was very hopeful that at least one of these
strategies would help motivate Paul to work, but found that I got mixed results. The results were
also skewed due to his parents decision to decrease his hours from four down to two hours a day
in the final week.
The following chart is the baseline data collected from Pauls teachers at the end of each
hour. The teachers gave a percentage rating for how much of the hour Paul displayed on-task
behavior.
Pauls GREAT Work!
Week of 4/28
Monday Tuesday Wednesday Thursday Friday
Hour: Percent
on Task:
Hour: Percent
on Task:
Hour: Percent
on Task:
Hour: Percent
on Task:
Hour: Percent
on Task:
8am 20% 8am 10% 8am 25% 8am 20% 8am 15%
9am 15% 9am 35% 9am 50% 9am 40% 9am 80%
10am 25% 10am 50% 10am 60% 10am 30% 10am 70%
11am 15% 11am 25% 11am 55% 11am 50% 11am 90%
The chart below is the data collected in the second week of research. This data reflects
the percent Paul was on-task during each hour of instruction while the task chart strategy was
utilized.
Pauls GREAT Work!
Week of 5/5
Monday Tuesday Wednesday Thursday Friday
Hour: Percent
on Task:
Hour: Percent
on Task:
Hour: Percent
on Task:
Hour: Percent
on Task:
Hour: Percent
on Task:
8am 10% 8am 30% 8am 25% 8am 15% 8am 40%
9am 35% 9am 45% 9am 40% 9am 30% 9am 30%
ACTION RESEARCH: OFF-TASK STUDENT BEHAVIOR MODIFICATION 6

Pauls GREAT Work!
Week of 5/5
10am 50% 10am 60% 10am 60% 10am 25% 10am 25%
11am 70% 11am 55% 11am 75% 11am 40% 11am 60%
The chart below is the data collected in the third week of research. This data reflects
the implementation of the second behavior modification. This modification introduced the ability
for Paul to earn breaks during his sessions. This data was gathered from his teachers at the end of
each session.
Pauls GREAT Work!
Week of 5/12
Monday Tuesday Wednesday Thursday Friday
Hour: Percent
on Task:
Hour: Percent
on Task:
Hour: Percent
on Task:
Hour: Percent
on Task:
Hour: Percent
on Task:
8am 40% 8am 15% 8am 35% 8am 60% 8am 45%
9am 75% 9am 80% 9am 80% 9am 75% 9am 85%
10am 80% 10am 60% 10am 90% 10am 70% 10am 90%
11am 90% 11am 75% 11am 90% 11am 65% 11am 95%

The following chart is the data collected in the fourth and final week of research. The
data was collected from Pauls teachers at the end of every session. This data was collected while
the third strategy of adding extra incentives to his plan was being implemented. This week is also
reflective of Pauls change in schedule from four hours a day to two hours a day.
Pauls GREAT Work!
Week of 5/19
Monday Tuesday Wednesday Thursday Friday
ACTION RESEARCH: OFF-TASK STUDENT BEHAVIOR MODIFICATION 7

Pauls GREAT Work!
Week of 5/19
Hour: Percent
on Task:
Hour: Percent
on Task:
Hour: Percent
on Task:
Hour: Percent
on Task:
Hour: Percent
on Task:
9am 75% 9am 80% 9am 95% 9am 60% 9am 80%
10am 80% 10am 90% 10am 100% 10am 80% 10am 100%

Conclusions
By conducting this study, I found that the most affective solution was to reduce Pauls
hours of instruction. By doing this, Paul was more excited about being there because he knew he
would only have to be there a shorter amount of time. He also came later in the morning and had
an easer time adjusting to being there and didnt need the first hour to wake up and get going any
more. I also found that Paul was rather receptive to the behavior modification where he was able
to earn and choose his activity for extra breaks. According to Intervention Central, offering
choices to students provides them a sense of control and ownership of their studies. Having a
choice has been shown to boost students attention spans and increase engagement in lessons. I
was surprised to find that the task chart was not very successful. This has been a useful and
beneficial intervention with other students in the past and I had expected it to be more successful.
Especially because I found that strategy in many articles during my research, including NJEAs
(2010) article.
This study has shown me that there are quite a few behavior strategies available, many of
which have been proven beneficial. I intend on continuing to try out different strategies as I feel
that each student has unique needs and a strategy that works for one might not work for another.
General Comments
ACTION RESEARCH: OFF-TASK STUDENT BEHAVIOR MODIFICATION 8

This research study has been an interesting experience. I was hoping for better results, but
have realized there is no magic fix for off-task behavior in students. Each student is unique and
behavior modifications need to be differentiated for every student. I have even seen cases where
the student needs a new behavior every week because the prior one lost its novelty and
effectiveness. My plans for Paul are to try a few more strategies and to include him in the
development of these tools. Another important factor I have learned is consistency. On days
when Paul was less successful, his teachers were not always consistent in carrying out the
behavior modification plan. I found this element to be a great detriment in the success of the
study.
ACTION RESEARCH: OFF-TASK STUDENT BEHAVIOR MODIFICATION 9

Works Cited
Increasing on-task performance for students with ADHD. (March 2010). NJEA.org. Retrieved
from http://www.njea.org/news-and-publications/njea-review/march-2010/increasing-on-
task-performance-for-students-with-adhd
School-Wide Strategies for Managing... OFF-TASK / INATTENTION. (n.d.). Response to
Intervention. Retrieved from http://www.interventioncentral.org/behavioral-
interventions/challenging-students/school-wide-strategies-managing-task-inattention