Effect of acquisition rates on off-task behavior with children identified as having learning disabilities

Matthew K. Burns, Vincent J. Dean

Research output: Contribution to journalArticlepeer-review

14 Scopus citations

Abstract

Research has consistently demonstrated the importance of providing an appropriate level of challenge, called the instructional level, within curricular material. Although the instructional level is a generally well-defined and researched construct, much less data exist on the acquisition rate (AR) component of an appropriate level of challenge. The current study used curriculum-based assessment to assess the AR of five fourth-grade students diagnosed with a reading disability and taught each 20 words from the Esperanto International Language over two sessions (10 each session). Students were observed during instruction, and the number of demonstrated off-task behaviors was converted to a mean rate of off-task behaviors/minute. Comparison of pre- and post-AR data showed that each student demonstrated an increase in off-task behaviors while rehearsing the word that immediately exceeded his or her AR. Implications for practice and suggestions for future research are discussed.

Original languageEnglish (US)
Pages (from-to)273-281
Number of pages9
JournalLearning Disability Quarterly
Volume28
Issue number4
DOIs
StatePublished - 2005

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