MODIFICATION OF THE OFF-TASK AND INTERFERENCE BEHAVIOR AND TASK PERFORMANCE OF CHILDREN IN SPECIAL EDUCATION THROUGH FILM-MEDIATED MODELING.
Item
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Title
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MODIFICATION OF THE OFF-TASK AND INTERFERENCE BEHAVIOR AND TASK PERFORMANCE OF CHILDREN IN SPECIAL EDUCATION THROUGH FILM-MEDIATED MODELING.
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Identifier
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AAI8319778
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identifier
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8319778
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Creator
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LEVNER, CHARLES.
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Contributor
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Prof. Barry J. Zimmerman
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Date
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1983
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Developmental
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Abstract
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Elementary School children in Special Education classes were asked to complete a series of arithmetic problems in the presence of a peer who tried to distract and disrupt them. Thirty-two of these children were selected for study because they demonstrated a high frequency of off-task and disruptive (interference) behavior, under these conditions. During Study One, children were shown either the experimental film or the control film. The experimental film depicted a "model" student who remained on-task and behaved in an appropriate manner despite the attempts of two classmates to disrupt him. Subjects' off-task and interference behaviors were recorded in the laboratory before and immediately after treatment. Results indicated that children exposed to the experimental film displayed a significant reduction in the two behavioral variables, off-task and interference, but the film had no effect on the two academic achievement variables, number of arithmetic problems attempted and correctly completed. Delayed measures on ten subjects were collected one week later and no significant differences between the experimental and control groups were found on any of the four dependent measures.;In Study Two, the experimental film was revised to emphasize the quantity and quality of the model's work. The 16 control subjects from Study One viewed either the revised experimental film or the control film. Results indicated that children viewing the revised film displayed a significant reduction in off-task and interference behavior, and a significant increase in the number of arithmetic problems that they attempted and correctly completed immediately after treatment.;The current study indicated that film-mediated modeling techniques may be an effective, school-based alternative to pharmacological treatment of hyperactive behavior. It also indicated that the development of remedial, prescriptive cognitive modeling programs for the treatment of dysfunctional behavior is a worthwhile goal for future research.
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Type
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dissertation
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Source
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PQT Legacy Restricted.xlsx
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degree
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Ph.D.
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Program
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Education