The Effects of a Conversation Station on Classroom On-‐Task Behavior
Abstract
This investigation examined the effects of a conversation station in a special education classroom of 22 students. Ten of the students were randomly selected to have data tracked on the effect of the conversation station throughout one quarter of the school year. Five of the students were male and five were female. The procedure for this project utilized a reversal design with multiple baseline data taken across three groups of students. The data analysis showed a conversation station has a significant effect on student on--‐task responses and the data analysis found no difference in performance between male and female participants.
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