This study compared effects of student choice of task sequence to two variations in teacher-manipulated task sequences on on-task behavior of elementary-aged students with disabilities. Researchers modified Call et al.’s (J Appl Behav Anal 42: 723–728, 2009) demand assessment to determine high-, moderate-, and low-probability tasks. Next, researchers applied the results from the demand assessment to inform teacher-manipulated variations in task sequences: a high- to low-probability task sequence and low- to high-probability task sequence. These sequences were then embedded in a visual activity schedule (VAS). Results of task sequence manipulation embedded in a VAS indicated slightly higher median percentages of on-task behavior for the high- to low-probability task sequence. Future directions for research based on these preliminary data are discussed.
CITATION STYLE
Warren, T., Cagliani, R. R., Whiteside, E., & Ayres, K. M. (2021). Effect of Task Sequence and Preference on On-Task Behavior. Journal of Behavioral Education, 30(1), 112–129. https://doi.org/10.1007/s10864-019-09358-1
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