Generalized Effects of a Highly Structured Time-on-Task Intervention

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Abstract
Peer ratings of the behaviors of 42 third and 73 sixth grade low-achieving children were examined to assess the extent co which effects of a highly structured time-on-task program generalized to the regular classroom. When compared with low-achieving peers who received supplementary remedial instruction in basic skills in a tutorial program, time-on-task students received significantly higher post-intervention peer ratings on task orientation. These results indicated that effects on task orientation generalized to the regular class, but effects on classroom misbehavior or social acceptance did not generalize. Implications for the availability of time-on-task in classrooms were discussed.