Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Using an Alternating Treatment Design in a Co-taught Classroom to Measure Student On-task Behavior

  • Randa G. Keeley, Ph.D. (Author) Texas Woman’s University image/svg+xml
    Randa G. Keeley, Ph.D. received her doctorate in special education from New Mexico State University and is currently an Assistant Professor at Texas Woman’s University. Dr. Keeley's research interests include inclusive practices as they relate to students with disabilities, students that are culturally and linguistically diverse, and students that have disabilities and are also culturally and linguistically diverse. Let me know if you prefer this.
DOI
https://doi.org/10.64546/jaasep.363
Abstract
The purpose of this study was to determine if student on-task behavior varied when a) the One Teach/One Assist co-teaching model was applied or b) when the Team Teaching model was applied using an alternating treatment design for four students in a co-taught Algebra I classroom. Results show that participants experienced increased on-task behavior and an overall decrease in behavior variation when the One Teach/One Assist or Team Teach co-teaching model was implemented. These findings indicate that in a co-taught classroom, whether the One Teach/One Assist or Team Teaching model is implemented it will yield increased on-task behavior of students as compared to not implementing a co-teaching model.
Keywords
Adolescents, Algebra, Grade 9, High School Students, Inclusion, Instructional Effectiveness
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There are 19 references in total.
How to Cite
Keeley, R. G. (2018). Using an Alternating Treatment Design in a Co-taught Classroom to Measure Student On-task Behavior. Journal of the American Academy of Special Education Professionals, 13(2), 31-44. https://doi.org/10.64546/jaasep.363
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  • Article Type Articles
  • Submitted May 21, 2018
  • Published June 15, 2018
  • Issue Spring/Summer 2018
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