Use a multiple-baseline across-classrooms observation routine to monitor on-task behavior around classroom activity breaks¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 causal), q3 · 1 of 1 report an effect size · 2 claims rest on one study

Description¶

The study evaluated on-task behavior with a multiple-baseline across-classrooms design, observing students before and after Energizers activities. As printed: "A multiple-baseline across-classrooms design was used to evaluate the effectiveness of the Energizers on on-task behavior." Teachers or researchers can adopt this observe-before/observe-after routine across classrooms to judge whether activity breaks change on-task behavior.

Design Implications¶

Context¶

Requirements¶

• Repeated observation of on-task behavior during academic instruction across several classrooms before and after introducing the activity program

Constraints¶

Target Learners¶

• elementary school students

Target Learning Goals¶

• monitoring on-task behavior during academic instruction

Claims¶

• Systematic implementation of Energizers improves on-task behavior during academic instruction in third- and fourth-grade students [+W]
• The least on-task students show the largest improvement after Energizers activities, improving on-task behavior by 20% [+W]

Related Strategies¶

• Classroom Physical Activity Breaks
• Mini Classroom Exercise Breaks
• Movement Breaks
• Physical Activity Breaks

Examples¶

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Key Sources¶

• Mahar, M. T., Murphy, S. K., Rowe, D. A., Golden, J., Shields, A. T., & Raedeke, T. D. (2006). Effects of a Classroom-Based Program on Physical Activity and On-Task Behavior. Medicine & Science in Sports & Exercise, 38(12), 2086-2094. https://doi.org/10.1249/01.mss.0000235359.16685.a3