Tesi: "Behavioral task"

1

Overstreet, Cassie. "Evaluation of Behavioral Distress Tolerance Task Stability Across Settings". VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3951.

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Distress tolerance (DT) is considered to be a trait-like factor encompassing an individual’s behavioral and/or perceived ability to withstand negative affective states. Behavioral measures of DT are being increasingly utilized, however, these tasks have been implemented in studies prior to thoroughly establishing the psychometric properties. The present study aimed to evaluate the reliability of two DT behavioral tasks (Breath-Holding Task [BHT], computer-based Paced Auditory Serial Addition Task [PASAT-C]) in different settings (laboratory, online) among a sample of college students. Participants completed the tasks during two sessions, approximately one week apart. 52 participants were in the laboratory condition, and 65 were in the online condition. There were three main findings: a) test-retest reliability estimates were within acceptable ranges for both the BHT and PASAT-C, b) BHT performance differed significantly by modality while PASAT-C performance did not, c) number of distractors endorsed was not significantly associated with quit latency on either task.

2

Smith, Aaron P. "The Balloon Analogue Risk Task and Behavioral Correlates in Pigeons". UKnowledge, 2015. http://uknowledge.uky.edu/psychology_etds/81.

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Individuals experience risk ubiquitously, but measuring risk taking is difficult. The balloon analogue risk task (BART) was developed in order to assess risk taking through having subjects press a key that accrues reward but also risk losing all reward with each press. In humans, greater responding in this task is associated with other maladaptive risk taking behaviors. The present research modeled this relationship in pigeons due to their previously shown propensity towards risk taking behavior. Experiment 1 used an unsignaled balloon task in which losing could only occur after 5 pecks. Results showed below optimal performance with greater pecks associated with faster acquisition of risk taking in the suboptimal choice task and evidence of modulation by delay discounting measures. Experiment 2 signaled the number of pecks with colors and tested multiple hoppers as a reinforcement modality to increase performance. Results showed only signaling the number of pecks improved performance and was related to performance in the high risk BART task. Both the low and high risk variants were associated with slower suboptimal choice acquisition and again had evidence of modulation by delay discounting measures. Potential shared underlying mechanisms are discussed.

3

Ortega, Elizabeth. "The Effects of a Task Analysis and Self-Evaluation on the Acquisition of Yoga Postures". Thesis, University of South Florida, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784301.

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There is a growing amount of research evaluating behavioral approaches for skill acquisition in sports. Few of these studies have focused on yoga and skill acquisition. There is a need for a low effort yet effective way to teach yoga postures to individuals who do not take private yoga classes and may practice at home. This study evaluated the effects of using a picture-based task analysis and self-evaluation on the skill acquisition of yoga postures. A multiple baseline across yoga postures was used. During the task analyses intervention, the participants received a task analysis, performed the posture, and scored the task analysis upon the completion of the posture. Results showed that the task-analysis and self-evaluation increased the accuracy of all the poses.

4

Forstmann, Birte U. "Behavioral and neural correlates of endogenous control processes in task switching /". Leipzig [u.a.] : MPI for Human Cognitive and Brain Sciences, 2006. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=014846005&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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5

Slepian, Peter M. "The Effect of Resilience on Task Performance and Persistence during Repeated Exposure to Heat Pain". Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1448390293.

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6

Scott, Janine Mary. "Teaching sequences of behaviors to humans by forward chaining, backward chaining, and whole task training". Thesis, University of Ottawa (Canada), 1990. http://hdl.handle.net/10393/5614.

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The three most common training methods of teaching sequences of behaviors are forward chaining, backward chaining and whole task training. In chaining methods, training involves gradually teaching the sequence by teaching increasingly longer subsequences until the entire sequence has been learned. In forward chaining, training involves gradually teaching the sequence from the beginning. Backward chaining involves gradually teaching the sequence from the end. Training is continued in this manner until the entire sequence is learned. Whole task training does not involve gradual learning. Instead, on each trial, the sequence is attempted in its entirety. Trials of this kind continue until the sequence is learned. It has been hypothesized that backward chaining is the superior method to teach sequences of behaviors because reinforcement is given at the end of each subsequence (Martin & Pear, 1988; Gilbert, 1962a & b). An example of this reinforcement would be the ball going through the hoop at the end of the sequence of behaviors involved in making a basketball shot. Random chaining consisted of teaching randomly chosen behaviors within the subsequences. Component behaviors were placed next to each other within the subsequence according to sequence order. Random-2 chaining was similar to random chaining except that the component behaviors were taught within the subsequences in the order in which they were selected. The final subsequence is an exception as it is the sequence taught in sequence order. Random-3 chaining was similar to random-2 chaining except component behaviors were selected with replacement. For each subsequence, selection starts fresh and the required number of behaviors are selected out of the eight possible behaviors. Whole task training produced more true errors than each chaining method except random-3 chaining. Random-3 chaining produced more true errors than forward, backward, random and random-2 chaining. No significant differences were found between random-3 chaining and whole task training. The results clearly did not support the hypothesis that backward chaining is superior to other training methods for the sequence of behaviors taught in the experiments. The discussion involves an analysis of the training methods into a number of factors which may influence their effectiveness and some suggestions for future research. (Abstract shortened by UMI.)

7

Kolosh, Kenneth. "The Vertical Dyad Linkage Model & the Perception of Task Characteristics". TopSCHOLAR®, 1991. https://digitalcommons.wku.edu/theses/2515.

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The present study addresses two competing leadership models, the Vertical Dyad Linkage (VDL) model and the Average Leadership Style (ALS) model. The VDL model states that supervisors treat subordinates differently depending on a variety of variables (e.g., the subordinates competency, skill, trustworthiness, etc.). The ALS model states that, on average, a supervisor treats all of his/her subordinates equally. This study raises two fundamental questions that pertain to both leadership models. First, does the VDL model or tile ALS model more accurately describe leadership behavior for the first line supervisor who is in charge of blue-collar subordinates? Second, is there a relationship between the VDL model and the perception of job characteristics (i. e., skill variety, task identity, task significance, autonomy, and feedback)? In a field study, first-line supervisors completed questionnaires containing the Job Descriptive Survey (JDS) and the Leader Member Exchange (LMX) scale, while their subordinates completed a questionnaire containing the JDS, LMX, and two sub-scales of the Job Descriptive Index (JDI). As hypothesized, the VDL model predicted employee satisfaction after accounting for between group variance. However, the second hypothesis, that the VDL model would predict the perception of job characteristics, was only partially supported. The hypothesis that leader-member agreement in the perception of job characteristics would be related to LMX, received only weak support. These results contribute to the expansion of the VDL model's usefulness in terms of generalizeability across organizational levels as well as through the inclusion of the JDS as a dependent variable. Finally, the implications of this study for the workplace as well as for future research are discussed.

8

Johnson, Robert N. "Attention Factors in Temopral Distortion: The Effects of Food Availability on Responses within the Interval Bisection Task". DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1722.

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There are differences within the timing literature regarding the effects of distracter stimulus presentation within timing tasks. Whereas some researchers have found underestimation (changes in the degree of temporal stimulus control), others have found generalized disruption of timing responses. The purpose of this thesis was to determine the importance of food availability on responses within a time estimation task, using pigeons as subjects. Specifically, it was hypothesized that presenting food access following timing responses after a distracter task would produce underestimation of the target interval, relative to control conditions. Using a 2-parameter function fit to "proportion long" data from the interval bisection task, data revealed a generalized disruption effect of the distracter on timing behavior. Further analysis revealed that presentation of the food following timing responses after the distracter task reduced stimulus control within the timing task, revealing underestimation of the target interval. These findings suggest that the causes of the differences within the timing literature may be based upon differences in procedure.

9

Fenn, Nirupa Ruth. "Teaching laundry skills to individuals with mental illness: A comparison of three task analyses". Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/2611.

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The purpose of this study was to compare and evaluate the effectiveness of three task analysis prompting procedures—text only, picture only, or text plus picture—in increasing, maintaining, and generalizing laundry skills of nine adult participants diagnosed with mental illness. A small group design using counterbalancing was used and participants were randomly assigned to one of three treatment groups or to a control group. Results demonstrated that all task analyses were effective in improving the target behavior, although the text plus picture task analysis required fewer trials and resulted in faster skill acquisition. Treatment results and implications of this study are discussed and recommendations for future research are proposed.

10

Fuste, Yudelkis. "Effects of Point Visibility on On-Task Behavior and Preference in the Caught Being Good Game". Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7622.

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The Caught Being Good Game (CBGG) is a classroom management intervention used in schools. The purpose of this study was to evaluate the effects of point visibility on appropriate behavior, to examine the degree to which points earned by the opposing team affected the other team’s behavior, to examine both teacher and student preference for the intervention, the effect of student and teacher choice on appropriate behavior, and to systematically replicate previous research showing the effectiveness of the CBGG relative to business as usual. Consistent with previous research, CBGG increased on-task behavior compared to business as usual. Modest and temporary differentiation was observed between salient and hidden points, with hidden resulting in slightly better outcomes. A unit-price analysis further supported that on-task behavior was higher during the hidden points condition. The teacher and students reported preference for the CBGG, and we expect to see higher levels of on-task behavior during the student-choice condition.

11

Baird, Isabelle Catherine. "The development of the human-automation behavioral interaction task (HABIT) analysis framework". Wright State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wright1559836548618924.

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12

Hill, Carolyn. "Effects of Gender & Body Size on Ratings of Physically Demanding Task Performance". TopSCHOLAR®, 1988. https://digitalcommons.wku.edu/theses/2484.

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The purpose of this study was to examine the effects of gender and body size on ratings of physical performance and effort. Participants (N=250) viewed the videotaped performance of one of four actors (large man, small man, large woman, and small woman) lifting, moving, and stacking 25 pound bags of feed. However, instead of containing feed, the bags contained a light weight (three pound) packing material. Participants rated the actor's performance either immediately or one week after viewing the videotape. Although the actual performances were identical, a 2 (Gender) x 2 (Body Size) x 2 (Time of Rating) ANOVA revealed gender differences in performance ratings (F(7,192) = 10.75, p < .001). No differences were found between large and small individuals or between immediate and delay ratings. Implications of gender bias in performance ratings on physically demanding jobs are discussed.

13

Schade, Andrew. "Lying Behavior| The Effects of Dual-Task Performance and High Cognitive Load". Thesis, The Chicago School of Professional Psychology, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3684159.

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Lying is sometimes more difficult than telling the truth because it requires more cognitive resources or "cognitive load." Implementing high cognitive load has been suggested to help facilitate the observation of deceptive behavior. Research suggests that people can correctly judge when individuals are lying only about 50% of the time when observing their nonverbal behavior. Individuals tend to restrict movements in their legs and feet when they are lying, perhaps in an effort to avoid giving off any nonverbal cues that might be interpreted as possible guilt. In the current study, it was hypothesized that participants would have significantly less movement in their legs and feet when lying than when telling the truth, as measured by total duration of time. Fifty-five participants were recruited from the University of California, Irvine and The Chicago School of Professional Psychology at Irvine. Participants were asked to respond to a total of 4 questions, in which 2 of their responses were truths and 2 were lies. They simultaneously played a game on a computer with the intent to increase cognitive load and decrease available cognitive resources to create a believable lie. Analyses of data were conducted using repeated-measures ANOVA. The results revealed some significant differences in the amount of time participants moved their lower body, but for only 1 of the lie questions. The results of the study support the idea that more research is needed to determine how to detect deception via nonverbal behavior more accurately, especially when implementing high cognitive load.

14

Bryck, Richard Lee 1978. "Flexible behavior under control? Neural and behavioral evidence in favor of a two-component model of task-switching". Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/7488.

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xiii, 163 p. : ill. (some col.) A print copy of this title is available through the UO Libraries under the call number: KNIGHT QP360.5 .B79 2008
The ability to rapidly change from one course of action to another, i.e. "flexible behavior", is a hallmark of human cognition. Laboratory observations of switch costs, an increase in reaction time and errors when alternating between tasks compared to repeating a task, have been argued to be a measure of endogenous control during flexible behavior. However, alternative models suggest no such reconfiguration processes are necessary to account for performance in these task-switching situations. The first part of this dissertation uses neuroimaging to address whether reconfiguration processes do in fact occur in the explicit cuing variant of the task-switching paradigm. Using a 4:2 mapping between cues and tasks, we found neuroanatomical evidence for a dissociation between cue-switch (left prefrontal and lateral parietal) and task-switch (medial precuneus and cerebellar) related areas, consistent with the claim of endogenous control during task selection. The second portion explores whether automatic, long-term memory (LTM) processes can explain the "switch cost asymmetry", the fact that switch costs are larger when switching into a dominant task rather than into a competing non-dominant task. We modified an alternating runs task-switching paradigm to include either long or short response-to-stimulus intervals (RSIs) after each pair of trials (i.e., AA-AA-BB-BB), thereby inducing selection costs not only at the point of a task-switch (i.e., AA-BB), but also between same-task pairs (i.e., AA-AA). Using spatially compatible versus incompatible response rules and Stroop word versus color naming, we found asymmetric effects not only at task-change transitions, but also at task-repeat transitions when the RSI was long (presumably inducing frequent losses of task set). In two additional experiments, an asymmetry for long RSIs was obtained even when competing tasks were separated into alternating single task blocks, but not when the tasks were compared in a between-subject design. This pattern supports the idea that the asymmetry arises from interference effects occurring in LTM traces. The combined results of this dissertation characterize task-switching processes not as an "either-or" phenomenon in regards to the question of control, but rather as the interplay between top-down, executive functions and bottom-up, long-term memory priming mechanisms.
Adviser: Ulrich Mayr

15

Stigen, Ciara L. "The Impact of Validation and Invalidation on Affect and Learning Task Performance". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1298998336.

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16

Rivkin, David. "The Effects of Individual-Team Training Versus Group-Team Training on Group Task Performance". TopSCHOLAR®, 1986. https://digitalcommons.wku.edu/theses/2774.

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Abstract (sommario):

Organizations utilize groups frequently and extensively for problem solving and decision making. Research results indicate that training in group decision making improves the performance of groups on a variety of decision -making tasks (Erffmeyer & Lane, 1984; Hall & Williams, 1970; Nemiroff, Passmore, & Ford, 1976). Despite the heavy reliance of organizations on teams and the benefits of training in group decision making, there is a scarcity of research investigating the proper instructional mode (i.e., individual versus team) for group decision-making training (Denson, 1981; Goldstein, 1986). The results of studies investigating this problem have been inconclusive (Goldstein, 1986). Support has been found for both individual and team training (Denson, 1981). Wagner, Hibbits, Rosenblatt, & Schulz (1977) suggested the notion that the proper of instructional mode for group training depends upon the type of situation in which the group is required to perform. For "established" situations which are well defined and highly structured, individual training is suggested. In "emergent" situations, which are unstable and require large amounts of cooperation and communication between team members, team training is recommended. The present study compared individual, team, and no training on a group decision-making task. Team performance in an emergent situation was compared in terms of the quality of the decision made, time spent on task, acceptance of the decision, and satisfaction with group process and training. The results indicated that team-trained groups produced the highest quality decisions, followed by individually -trained groups, then no -trained groups. Team training was perceived as the most satisfying, followed by individual training, with no training being perceived as the least satisfying. Groups did not significantly differ on acceptance, time spent on task, or satisfaction with group process. The results of the present study help clarify previous research investigating group training. The present findings suggest that team training is the most appropriate instructional mode for groups working in emergent situations. Additionally, the findings suggest that workers will be more satisfied with team training than with individual training. Further research investigating the appropriateness of individual and team training in a variety of situations needs to be conducted to lend support to the present findings.

17

Davis, Matthew J. "The Effects of Incomplete Knowledge of Results on Response Bias in an Auditory Detection Task". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1440375447.

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18

Kraemer, Kristen M. "Behavioral Assessment of Emotional Distress Tolerance: Validation of the Distress Tolerance Speech Task". University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377874928.

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19

Bryck, Richard Lee. "Flexible behavior under control? neural and behavioral evidence in favor of a two-component model of task-switching /". Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/7488.

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Abstract (sommario):

Thesis (Ph. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 152-163). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

20

Bowers, Joyce. "The Effect of Social Context & Group Decision Making Formats on an Evaluative Task". TopSCHOLAR®, 1988. https://digitalcommons.wku.edu/theses/2159.

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A review of the literature on decision making indicated a lack of research attention given to the effects of the dynamics of the social context surrounding participation on decision outcomes. The present study examined the relationship between social context and group decision making formats, and its implications for the effective implementation of group participation in decision making The effectiveness of three decision -making formats, the nominal technique, the interacting technique, and the consensus technique, were compared under conditions of cooperation and competition on the three decision effectiveness dimensions of quality, acceptance, and synergy. Two-hundred and forty-eight undergraduate students, working in four or five-person groups, solved the NASA Moon Survival Problem under one of six conditions. Quality, synergy, and both self -report and behavioral measures of acceptance were assessed. An 3 X 2 (decision format X social context) analysis of variance indicated that social context and decision format have no effect on measures of decision quality, behavioral acceptance, and synergy, although the results were in the hypothesized direction. The study did indicate that self-reported acceptance, satisfaction with the dynamics within participation, and representation in discussion were contingent upon the social context. Cooperative groups facilitate the acceptance of the groups' decision and were more satisfied with the dynamics within participation. Also, competitive groups felt that people did not dominate the discussion in their groups more than cooperative groups.

21

Slattery, Lindsey C. "An Evaluation of Self Management to Increase On Task Behavior with Individuals Diagnosed with Attention-Deficit/Hyperactive Disorder". Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4946.

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Attention-deficit/hyperactivity disorder (ADHD) is one of the leading diagnoses for children. Children diagnosed with ADHD often have difficulty in many settings including at school as well as in the home. Medication is often a common treatment for these children, however, it has been often shown ineffective when used alone. A review of behavioral interventions, including various self-regulation interventions has been studied. Self-regulation interventions have been shown to be effective for children diagnosed with ADHD primarily in school or academic settings. The purpose of this study was to evaluate the effects of a self-management intervention on the on-task behavior of children diagnosed with ADHD. Specifically, this study aimed to examine the impact a self-management intervention would have on the on-task behavior of children during various routines, both academic and non-academic, in the child's home setting. Participants were trained to use a self-management intervention. As a result of the accurate use of the self-management intervention all three participant's on-task behavior increased. For one participant, the duration of the targeted routine also substantially decreased.

22

Rodriguez, Jennifer Marie. "Evaluating the Use of Task Clarification, Self-Monitoring and Performance Feedback". Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3317.

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The effects of self-monitoring, task clarification, and performance feedback on the performance of critical tasks by assembly group supervisors in a manufacturing company were examined. This intervention involved the training of a supervisor to use task clarification, self-monitoring, and performance feedback to improve the work performance of the participating group leaders. A multiple baseline across participants and tasks design was used to examine the effects of the intervention. Measures included: generalization of group leader performance to another work period, procedural fidelity for training the supervisor, intervention integrity of the supervisor's training of the group leaders, treatment acceptability, and social validity. Results showed that the intervention was successful in increasing the overall task completion for both participating group leaders in multiple work intervals and that the intervention was implemented with fidelity and integrity.

23

Griggs, David. "Aging and Spatio-temporal Vision: Effects of Blur on Localization Task Performance". TopSCHOLAR®, 1987. http://digitalcommons.wku.edu/theses/1997.

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The aim of this project was to examine age-related declines in the processing of spatial frequency information. Some current theories of spatial vision state that humans process high spatial frequency information separately or differently from low spatial frequency information. There is also evidence that normal aging may affect the processing of some spatial frequencies more than others. Specifically, it has been proposed that older adults have deficits in their ability to process low spatial frequency information, and that older adults process visual information more slowly in general than young adults. Eight observers in each of three age groups were tested on a localization task. The spatial frequency content of distractors presented in the visual field was varied along with speed of presentation and clarity of the display. A progressive loss in the extent of the functional visual field was demonstrated. Results were consistent with the position that older adults experience declines in their ability to process temporal information, and that older adults do process visual information at a slower rate than young adults.

24

Robinson, andrea Maureen. "Blockade of Muscarinic M1 Receptors Disrupts Performance on an Attention-Demanding Visual Discrimination Task". W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1539626606.

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25

Romani, Patrick William. "Relations between quality of reinforcement and the persistence of task completion". Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/4736.

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Behavioral momentum theory (BMT) provides a theoretical framework for studying the persistence of behavior when challenged. The typical experimental arrangement to study persistence involves reinforcing a behavior according to a multiple schedules design. Unique schedules of reinforcement are programmed to each component. When steady-state responding occurs, the schedules of reinforcement are disrupted by a challenge condition (e.g., extinction, distraction, or prefeeding). The multiple schedules component that maintains the greatest level of responding during disruption is described as being more persistent. Basic research has shown that rate of reinforcement is a reliable predictor of persistence. The multiple schedules component associated with the higher rate of reinforcement persists longer than the multiple schedules component associated with the lower rate of reinforcement during disruption. Applied researchers have recently begun translating BMT to problems of social significance. The success of these initial translations suggests that relations between other dimensions of reinforcement and persistence should be studied. The current two-experiment study investigated the effect of quality of reinforcement on the persistence of task completion. Three participants with a history of engaging in problem behavior to escape from demands participated in Experiment I. After showing the conditions under which participants would and would not allocate away from a work task to engage with a preferred item, a baseline measure of task completion was obtained. Task completion was then reinforced with attention or tangibles within a multiple schedules design. Orange tokens signaled access to tangible reinforcement and yellow tokens signaled access to attention reinforcement. After steady-state responding occurred, preference for attention and tangibles was assessed within a concurrent schedules design. Extinction was then implemented to disrupt task completion within each component of the multiple schedules design. Results showed modest differences in the persistence of task completion with task completion in the multiple schedules component associated with the delivery of the more preferred reinforcer persisting longest. The modest differences in persistence were smaller than what has previously been shown in the literature. Thus, a follow-up experiment was conducted to evaluate the effect of reinforcer potency on the persistence of task completion. Three participants with a history of engaging in problem behavior to escape from demands participated in Experiment II. After identifying relatively more and less preferred stimuli with a multiple stimulus without replacement (MSWO) preference assessment, a unit price analysis was conducted to evaluate the potency of these two items within a concurrent schedules design. Task completion was then reinforced with the more and less potent reinforcers according to a multiple schedules design. After showing steady-state responding, task completion was disrupted by extinction. Results clearly showed greater persistence of task completion under the component associated with the delivery of the more potent reinforcer for two of three participants. Results from both experiments are discussed in terms of their conceptual and applied implications.

26

Cloward, R. Dean. "Self-monitoring increases time-on-task of attention deficit hyperactivity disordered students in the regular classroom". Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280274.

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This paper investigates self-monitoring as a structured intervention for studens with Attention Deficit Hyperactivity Disorder (ADHD) in the regular classroom. The definition and procedures for self monitoring are based on the research of Hallahan, Lloyd, Kosiewicz, Kauffman, and Graves, (1979). Three fourth grade classrooms, two treatment and one control, participated in this study. The ADHD students and all of their peers in the intervention classrooms were engaged at least once a day in monitoring their own behavior. Each student checked a box "on-task" or "off-task" when prompted by an audio signal (beep). An audio cassette was played for 10 to 30 minutes with beeps sounding at intervals ranging from 10 to 80 seconds (an average of 45 seconds between beeps). The intervention was used during mathematics instruction when students were expected to do independent seatwork. No student was singled-out during the intervention. Eight students previously diagnosed with ADHD, three in each intervention classroom and two in the control classroom, were monitored by observers without the students' knowledge of who was being observed. The ADHD students were observed during a baseline period before intervention began and throughout the intervention period. Additionally, they were rated pre- and post-intervention by their teachers on the Conners Teacher Rating Scale. Pre-intervention observation results were compared to intervention period results for both treatment and control groups. Comparisons were analyzed using analyses of variance (ANOVA) procedures. Additionally, the pre- and post-intervention findings of the Conners were analyzed using ANOVA and displayed graphically to demonstrate overall change. The results strengthen the claim that self-monitoring increases the time-on-task of ADHD students in a regular classroom, without singling them out from the group and without them knowing they were the aim of the intervention.

27

Monk, Kevin J. II. "Effects of distractors and force feedback on an aimed movement task in a CDTI environment". Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527733.

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New onboard technologies will be required for future cockpits to support the altered responsibilities of pilots under the NextGen program. Effective Cockpit Displays of Information (CD Tis) should provide more flexibility to pilots en route and reduce the probability of conflicts. However, precise input from pilots can be difficult due to the unstable environment in the cockpit. The present study used a non-traditional input device (Novint Falcon) to examine the effect of force feedback on operator performance during point-and-click movements in a CDTI environment when distractors are present. Twelve participants performed point-and-click tasks with varying amounts of force feedback, distractor locations, target sizes, distances, and movement directions. Overall movement times (OMTs) were recorded. Results demonstrated that force feedback did not reduce or match OMTs relative to the computer mouse. However, significant interactions with other target variables highlighted conditional differences between the force levels, as well as distractor effects.

28

Grilli, Suzanne M. "Perceived Difficulty in a Fitts Task". Cleveland State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=csu1322544972.

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29

Hunter, William C. "Examining the Effects of NHT on Quiz Results and On-Task Behavior with Students Identified with Emotional Behavioral Disabilities". University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1305895976.

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30

Pellack, Kaylee. "Bouncing Toward Concentration| Using Alternative Seating When Completing a Given Task For Students with Attention Deficit Hyperactivity Disorder". Thesis, Trinity Christian College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10813971.

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This research study was done to evaluate the effectiveness of alternative seating for a student with attention deficit hyperactivity disorder when completing a given task. The aim of this study was to note the difference in task completion duration when given the alternative form of seating. Research was done through observation and data collection over a four-week timeframe at a public school in Olympia Fields, Illinois. This elementary school serves a population of both general education students and special education students. The study looks at a special education kindergarten student who is placed in the general education setting for a majority of his school day. During the study, data was collected in the special education room during the students’ resource minutes in the morning half of the school day. The aim of the study was to observe the effects of the use of a standard classroom chair to the use of a Kids Stay-N-Play Ball when performing task completion. Data from the five-week period was analyzed as well as interviews with the staff and student, and field notes from the researcher. This study found that the implementation of a yoga ball as alternative seating with a student diagnosed with attention deficit hyperactivity disorder was beneficial during academic instruction. There was both a decrease in task completion duration and a decrease in maladaptive behaviors for the student being directly observed. Based on the data collection, observations, and interviews, the use of alternative seating showed an increase in time-on-task as well.

31

Hundley, Samantha. "The Impact of Daily Physical Activity on English Language Learning Students' Off-Task Behaviors". Thesis, Spalding University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13428414.

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Behavior management is becoming overwhelming in today's educational system. Many teachers are struggling to keep their students engaged in their classrooms. The goal of this study was to show educators that incorporating vigorous exercise on a daily basis for a short amount of time (fifteen minutes) has the potential to reduce common off-task behaviors, such as students laying heads down, talking off-task, and being out of their seat. Quantitative data was collected by comparing before and after number of off-task behaviors for each week of the study. Qualitative data was collected through a survey that the students completed. During my study, I found my students' off-task behaviors did not decrease significantly with the implementation of vigorous physical activity. The quantitative data actually showed an increase in the total number of off-task behaviors. Qualitative data resulted in students rating their behavior as improved after implementation of physical exercise. Further research in this area is needed because off-task behavior in a classroom reduces time spent with instruction and learning. Educators today need to discover new techniques that will engage students throughout the school day. Enabling students to work towards being a more focused learner will only improve their overall school experience.

32

Graham, Kristall J. "Using Self-Monitoring to Improve On-Task Behavior and Academic Performance of High School Students with Attention Deficit / Hyperactivity Disorder". The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1419261219.

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33

Giguere, Beth. "Incorporating Auditory and Visual Feedback and Student Choice into an Interdependent Group Contingency to Improve On-Task Behavior". Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7154.

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Group contingencies are efficient and effective behavioral interventions that allow teachers to apply a reinforcement criterion to a large group of students. However, most research on group contingencies has not examined the impact of types of teacher feedback and student choice of teacher feedback incorporated into the use of group contingencies. The current study used a multiple baseline across participants design with an embedded alternating treatments design to explore the use of an interdependent group contingency that compared the effectiveness of incorporating auditory or visual feedback to improve student on-task behavior of three students in public elementary school classrooms. The study also explored whether incorporating student choice into the feedback would enhance the outcomes for student behavior. The results indicated that the interdependent group contingency intervention was successful in increasing the on-task behavior of all three participants. The results also indicated that while both auditory and visual feedback were effective in increasing on-task behavior of all three students, two of the students engaged in slightly higher levels of on-task behavior when auditory feedback was used. When students were given the option to choose which type of feedback would be used, two of the three students favored auditory feedback over visual feedback, and on-task behaviors maintained for all three participants. These results have implications for the use of auditory feedback and choice in the classroom setting as part of a group contingency.

34

Giambrone, Jesenia. "Using Video Self-Evaluation to Enhance Performance of Competitive Dancers". Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7153.

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This study used a multiple baseline across behaviors design to evaluate the use of video self-evaluation on the performance of dance movements. The self-evaluation condition included training participants how to view a video of them performing the dance movement and evaluate their own performance from video using a task analysis of the movement. Each participant applied the self-evaluation procedure to three separate dance moves. Target behaviors were scored using an individualized task analysis for each dance move. Self-evaluation improved all three dance moves for each participant. Self-evaluation produced an increase in all target behaviors from baseline to intervention for each participant. Social validity was also assessed, which yielded high likability of the procedure from the participants as well as social significant increases in target behavior performance as assessed by proficient dance instructors. Though some increases in performance were gradual, self-evaluation is proposed to be an effective, efficient, and accessible procedure to increase performance of competitive dance movements.

35

Adams, Lauren J. "Can Cognitive Priming Influence the Reinforcing Efficacy of Alcohol within a Behavioral Economic Framework?" Scholar Commons, 2014. http://scholarcommons.usf.edu/etd/4974.

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A considerable body of research supports the application of behavioral economic principles to study the relative reinforcing efficacy of drug and alcohol use. One self-report measure, the Alcohol Purchase Task, is thought to account for individual differences in the subjective valuation of alcohol consumption. To date, however, behavioral economic approaches have not evaluated the possible influence of memory-based expectations regarding the cognitive and behavioral effects of substance use on their measures. Alcohol expectancy research has found that more positive expectancies about the effects alcohol directly mediate drinking behavior and are associated with a number of alcohol-related outcomes. Given the importance of alcohol expectancies, the current study incorporated cognitive priming techniques into the Alcohol Purchase Task instruction set to test whether the activation of alcohol expectancy primes influenced patterns of alcohol consumption. Although previous research has primarily used the Alcohol Purchase Task in samples of heavy drinkers, we also examined differences between heavier and lighter drinkers to test whether expectancy primes would differentially influence alcohol demand. As expected, both heavier and lighter drinkers in the expectancy priming conditions purchased more alcohol overall relative to those in a non-primed condition. Results also suggest the positive-social expectancy content in the Alcohol Purchase Task increased the overall demand for alcohol relative to a modified Alcohol Purchase Task with no contextual primes, even after controlling for alcohol consumption. Although previous behavioral economic research has examined alcohol expectancies as a secondary outcome, the current study is the first to directly examine the influence of expectancies on alcohol demand using the Alcohol Purchase Task.

36

Gonzalez, Viviana. "Evaluating the Effects of Guided Notes and Response Cards in Student Performance". Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4495.

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Abstract Guided notes and response cards have individually been found effective at increasing student performance and active participation, however, no known studies have compared the effects of response cards with the effects of guided notes to determine if one is more effective than the other at increasing student performance and on-task behavior. In order to evaluate the efficacy of these two teaching methods, two different teaching conditions were examined: guided notes and response cards for in-lecture review. An alternating treatments design was used to evaluate the effects of these two conditions on post-lecture quiz scores, competing academic behaviors and academic responding in two university level behavior analysis courses. The results of this research demonstrated that both guided notes and response cards were effective at maintaining high student academic performance. Guided notes appeared to be more effective at decreasing student's competing academic behaviors while response cards were more preferred by both students and teachers.

37

Stuebe, Susan Martignetti. "Art-Based Antecedent Intervention to Support On-Task Behavior for Preschool Children with Disruptive Behavior". Thesis, Purdue University Global, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837940.

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2-Shapes (Stuebe, 2017), an art-based antecedent intervention, was introduced as an intervention to regulate disruptive behaviors in this study. The researcher was interested in discovering whether this art-based antecedent activity could help manage self-regulation in a K3 student during group time. The goal of this art-based antecedent study was to provide a meaningful intervention to a child that supports self-regulation, improves self-awareness, and supports intrapersonal and interpersonal thought processes to manage changing conditions. The results of the study revealed the importance of completing a thorough Functional Behavioral Assessment followed by a Functional Analysis to understand the function of a class of disruptive behaviors exhibited by a K3 child. The interview process prior to any assessments may answer many of the questions researchers have about the function of target behaviors and should be completed thoroughly with a great deal of thought and detail. This study demonstrated the need for addressing these steps in determining an appropriate intervention. Results from a Functional Analysis performed after the data collection process determined that the function of the disruptive behavior was attention and that this intervention, if proven effective, would have been addressing the function of attention and therefore would have been an effective treatment for the identified child.

38

Dwyer, Julie F. "Increasing Reading Skills and On-Task Behavior in Alternative School Students Through Empirically-Supported Reading Interventions: A Behavior Support Plan to Consider". Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/18642.

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School Psychology
Ph.D.
Reading problems can have an extremely adverse effect on a person's quality of life, opportunities in education and employment, and access to enjoyable activities (Daly, Chafouleas, & Skinner, 2005). Unfortunately, almost 20% of students in the United States have significant difficulty learning to read (Good, Simmons, & Smith, 1998). Federal legislation drafted in an attempt to address this important issue (No Child Left Behind Act of 2002, Reauthorization of Individuals with Disabilities Act 2004) propose initiatives that are unclear to teachers and practitioners in terms of how to best instruct students to become successful readers. For older students, and students identified with emotional disturbance, research in this area is considerably lacking. Many students with emotional disturbance have poor reading skills which follow them into the later grades and adulthood. This cycle of poor reading and difficult classroom behaviors often spirals out of control, with each variable negatively and reciprocally impacting the other. The purpose of the present study was to investigate of the impact of a two-pronged reading intervention package on specific reading skill acquisition and levels of on-task classroom behavior exhibited by students in an alternative school setting. The interventions used individualized direct instructional techniques with students who were placed in an alternative educational setting as a result of behavioral symptomatology that was considered to be unmanageable in their home school districts. The two interventions focused on improving reading skills through the development of phonemic awareness/basic phonics skills, and repeated readings with error feedback to improve levels of reading fluency. Additionally, the impact of the intervention was also examined in relation to student classroom behaviors believed to be connected to their frustration with the reading process. Two single-subject multiple baseline across subjects research designs were used to assess the effectiveness of the interventions on reading skill development and on-task behavior, and the order of the interventions was reversed for the second experimental condition in order to address the possibility of order effects. Five upper-elementary and middle school level students completed participation in the study. Results indicated noticeable gains across all students in the area of phonemic segmentation. Assessment results in the areas of word reading, phonetic encoding, and reading fluency showed variable results and flat trend lines, indicating nominal growth in these areas. Additionally, behavioral observation data indicated few patterns of positive behavioral change having resulted from intervention participation. Analysis of study design indicated that the interventions as implemented might have been too short to produce meaningful gains for these students who had long-established patterns of reading difficulty. Generalization of gains made in segmentation to the overall reading process would likely require greater frequency of intervention with more opportunities for repetition and practice. The results of this study indicate that further research is needed in the area of designing reading interventions for students with identified emotional disturbance who are attending an alternative school setting, both to improve their ability to read and to potentially improve their behavior by providing for more opportunities for success with reading tasks.
Temple University--Theses

39

Morrison, Alexandra Beth. "INFLUENCE OF TASK AND STRATEGY ON THE NEURAL AND BEHAVIORAL CORRELATES OF THE FOCUS OF ATTENTION". Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/172139.

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Psychology
Ph.D.
Working memory (WM) is often described as a mental workspace where information can be maintained and manipulated in the service of ongoing cognition. Theoretical accounts describe the focus of attention as a state within working memory where a limited number of items can be briefly maintained in a heightened status of awareness. Ongoing debate and conflicting empirical evidence surrounds the capacity and characteristics of the focus of attention. Substantial recency effects are reported in a group of WM studies, and these recency effects are interpreted as a marker of the focus of attention (e.g., Nee & Jonides, 2008; Oztekin, Davachi, & McElree, 2010). The present work considers whether these findings are specific to parameters of these particular studies or whether they generalize across a broader range of tasks. An initial behavioral experiment tested performance across two tasks (judgment of recency and judgment of primacy), two information types (verbal and spatial), and two self-reported strategies (maintenance-based and retrieval-based). Central analyses averaged trials by the serial position of the correct item, and compared the accuracy and speed of retrieval of trials in different serial positions. Results showed evidence of both recency effects and primacy effects in all four types of task (verbal judgment of recency, verbal judgment of primacy, spatial judgment of recency, and spatial judgment of primacy). Moreover, a significant task by effect-type interaction showed that the size of recency and primacy effects shifted with the demands of the task (e.g., larger recency effects in judgment of recency than in judgment of primacy). Some similarities and some differences were found between verbal and spatial domains, while no differences were found across self-reported strategy. A subsequent fMRI experiment examined the neural correlates of verbal judgment of recency and primacy. Again, behavioral results showed a task by effect-type interaction where there was a larger recency effect in judgment of recency and a larger primacy effect in judgment of primacy. FMRI results showed no distinct correlates of a recency effect. In other words, , contrasts comparing fMRI signal during retrieval of recency item trials and middle item trials did not reveal above threshold clusters of activation. In contrast, neural correlates of primacy were found in frontal lobe brain regions (BA 4, 6, 32) associated with active maintenance of information. Moreover, the precise neural correlates of primacy were task-specific. In sum, two experiments demonstrate that the behavioral and neural signatures of WM, specifically related to primacy and recency effects, are dependent on task-demands. Accounts of the architecture of WM should address these observations, which inform how competing claims are supported across studies of WM.
Temple University--Theses

40

Pack, Robert P., Angela Hagaman e Nicholas Hagemeier. "Forum hosts: Tennessee State Task Force on Opioids". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1340.

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41

Moore, Jessica L. "An Evaluation of the Individualized Behavior Rating Scale Tool (IBRST) in Inclusive Classroom Settings". Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7860.

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Abstract (sommario):

One of the greatest challenges facing school staff is problem behavior in the classroom (Public Agenda, 2004). Children who engage in problem behavior in the classroom setting greatly challenge teachers and diminish the ability to learn. This study evaluated the effects of self-monitoring using the Individualized Behavior Rating Scale Tool (IBRST) on problem behavior and on-task behavior in a classroom setting using a multiple-baseline across participants design. This study also evaluated the extent to which students self-rating on the IBRST correlated with direct observation data. Results indicate that self-monitoring using the IBRST was an effective strategy for increasing on-task behavior and decreasing problem behavior for all three students. Results also indicate that the IBRST may be an accurate and reliable means of measuring data when direct observation data may not be feasible or possible. There were 56/60 perfect agreements, with the other four opportunities being only 1-pt value apart. Limitations and future research are discussed.

42

Byrne, Melanie B. S. "Increasing Engagement and Academic Performance of Children with Autism SpectrumDisorder and Attention Difficulties: Do Fidget Spinners Help?" Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7755.

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Children with varying exceptionalities including ADHD, Autism Spectrum Disorder, and other learning disabilities often struggle with attention deficits. The persistence of alternative non-behavioral approaches in classrooms to address this deficit presents the need for more research and education about these interventions. Specifically, the fidget spinner is a newer intervention which currently has no empirical evidence to support its use in the classroom setting. The purpose of this study was to examine the effects of fidget spinners on increasing engagement and academic comprehension in a whole classroom environment. A multiple baseline across participants design was used with six children with varying diagnoses who struggled with attention deficits. Results showed that fidget spinners were ineffective at increasing engagement or academic comprehension and that self-monitoring was effective at increasing both engagement and academic performance.

43

Schutte, Paul Cameron. "Assessing the Effects of Momentary Priming On Memory Retention During An Interference Task". VCU Scholars Compass, 2005. http://scholarscompass.vcu.edu/etd/1326.

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A memory aid, that used brief (33ms) presentations of previously learned information (target words), was assessed on its ability to reinforce memory for target words while the subject was performing an interference task. The interference task required subjects to learn new words and thus interfered with their memory of the target words. The brief presentation (momentary memory priming) was hypothesized to refresh the subjects' memory of the target words. 143 subjects, in a within subject design, were given a 33ms presentation of the target memory words during the interference task in a treatment condition and a blank 33ms presentation in the control condition. The primary dependent measure, memory loss over the interference trial, was not significantly different between the two conditions. The memory prime did not appear to hinder the subjects' performance on the interference task. This paper describes the experiment and the results along with suggestions for future research.

44

Sanguino, Diana Carolina. "Using Contingency Mapping to Decrease Problem Behavior and Increase Social Communication Skills in Children with Autism". Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5120.

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Abstract Social communication skills play a central role in the developmental outcomes for young children with autism. Due to deficits in social communication skills, many young children with autism develop problem behavior. Providing these children with the right tools to communicate properly may decrease their problem behavior. This study examines the impact of contingency mapping intervention on problem behavior and functional communication skills in three children with autism, using a multiple-baseline design. Before implementation of contingency mapping, verbal contingency was implemented in the first phase of intervention, which was associated with minimal increases in communication skills and decreases in problem behavior across children. Further increases in communication skills and decreases in problem behavior in the contingency mapping condition indicate that the use of the contingency map as a visual aid may be an effective way to augment the effects of contingency instruction.

45

Hake, Cynthia A. "Performance, goal setting, and self regulation as a function of socially prescribed perfectionism on an objective behavioral task". Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1296095001&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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46

Sanguinetti, Joseph L., e Mary A. Peterson. "A behavioral task sets an upper bound on the time required to access object memories before object segregation". ASSOC RESEARCH VISION OPHTHALMOLOGY INC, 2016. http://hdl.handle.net/10150/622756.

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Traditional theories of vision assume that object segregation occurs before access to object memories. Yet, behavioral evidence shows that familiar configuration is a prior for segregation, and electrophysiological experiments demonstrate these memories are accessed rapidly. A behavioral index of the speed of access is lacking, however. Here we asked how quickly behavior is influenced by object memories that are accessed in the course of object segregation. We investigated whether access to object memories on the groundside of a border can slow behavior during a rapid categorization task. Participants viewed two silhouettes that depicted a real-world and a novel object. Their task was to saccade toward the real-world object as quickly as possible. Half of the nontarget novel objects were ambiguous in that a portion of a real-world object was suggested, but not consciously perceived, on the groundside of their borders. The rest of the nontargets were unambiguous. We tested whether saccadic reaction times were perturbed by the real-world objects suggested on the groundside of ambiguous novel silhouettes. In Experiments 1 and 2, saccadic reaction times were slowed when nontargets were ambiguous rather than unambiguous. Experiment 2 set an upper limit of 190 ms on the time required for object memories in grounds to influence behavior. Experiment 3 ruled out factors that could have produced longer latencies other than access to object memories. These results provide the first behavioral index of how quickly memories of objects suggested in grounds can influence behavior, placing the upper limit at 190 ms.

47

Greene, Robert W. ""The effect of ability-based versus effort-based praise on task performance, task persistence, and internal factors in children identified as gifted or talented in mathematics"". Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1396546439.

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48

Young, Shikika Sade. "The Durational Effects of a Free Operant Condition on Automatically Maintained Stereotypic Behavior and Discrete Trial Task Responding". Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5806.

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This study examined the effects of three fixed-duration free operant access conditions on rates of automatically maintained stereotypic behavior and correct task responding during discrete trial training (DTT) with two children diagnosed with autism. Following a functional analysis, confirming automatic function, interviews/observations were conducted to identify behavioral indicators of satiation and an average satiation level. In this endeavor, participants were exposed to a free operant condition to validate satiation of stereotypic responding. Once satiation level was averaged, two durational conditions were computed: Long (75% access) and Short (25% access). A third condition, Deprivation, involved blocking all attempts at the stereotypic response for the average duration till satiation. An alternating treatment design was used to examine the effects of these three conditions on stereotypy and correct responding during subsequent discrete trial tasks. For both, participants correct responding did not seem to be affected by the length of the pre-session access to the stereotypic behavior prior to the DTT session. For Marcus, the Long condition may have acted as an abolishing operation (AO) during DTT. Following the Short condition he engaged in higher rates of the stereotypic behaviors during his DTT sessions compared to the other conditions. For the Sara, it appears that pre-session access to stereotypy had little effect on stereotypic behavior during DTT sessions.

49

Mehta, Jay Paresh. "Understanding Behavioral and Physiological Changes associated with Repetitive Lifting and Vibration Exposure". The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1383841531.

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50

Huffman, Bobby W. "Incorporating Special Interests into Task Analyses and Story Problems to Increase Accurate Responding for a Child with Autism". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503010101521512.

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