An Investigation of Incremental Effects of Interspersed Math Items on Task-Related Behavior
The purpose of this study was to replicate and extend research on task interspersal. The authors investigated whether changes in on-task behavior of two middle school students were functionally related to changes in the relative percentages of easy and difficult items on math worksheets. They found that the participants remained on task longer while completing worksheets with 33 and 67% interspersed easy problems than while completing worksheets without the interspersed easy problems. Participants’ accuracy in answering the target problems was not affected, however, by the interspersal procedure. The authors concluded that interspersing easy items on independent math seatwork assignments can increase on-task behavior.
Journal of Behavioral Education
Calderhead, W. J., Filter, K. J., & Albin, R. W. (2006). An Investigation of Incremental Effects of Interspersed Math Items on Task-Related Behavior. Journal of Behavioral Education, 15(1), 51-65.
Publisher's Copyright and Source
Copyright © 2006 Springer US. Article published by Springer in Journal of Behavior Education, volume 15, issue number 1, March 2006, pages 51-65. Available online on February 8, 2006: http://doi.org/10.1007/s10864-005-9000-8