• The Journal of Special Children Education
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• v.21 no.2
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• pp.193-215
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• 2019

Purpose: The purpose of this study was to analyze the effects of the Visual Schedule on class engagement behaviors. Method: The experiment was conducted in a structured classroom setting for using Visual Schedule. The participant of this study was an 8-year-old elementary school student with Autism Spectrum Disorder. For this study, a multiple probe design across settings was employed to identify a potential functional relationship between independent and dependent variables. The independent variable was the implementation of Visual Schedule. The dependent variable of this study included the percentage of the incidence of the exact class engagement behaviors by the participant. Results & Conclusion: The results demonstrated that using Visual Schedule would be effective to increase the participant's class engagement behaviors. The effects of using Visual Schedule are maintained in the Follow-up post-intervention probe phase.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.247-258
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• 2015

Students are engaged in classroom learning, and classroom learning occurs not only through conversation but also through nonverbal behavior. In science classrooms especially, there are meaningful nonverbal behaviors such as practical activities like observation and measurement. But these behaviors have not been properly investigated by existing instruments that try to measure students' engagement. This study aims to develop a new instrument for analyzing students' behavioral engagement especially in science classrooms. The method of developing the instrument was structured along three steps. First, student behaviors have been classified into fourteen categories through literature review and a series of observation of elementary science classroom. Second, based on these, a framework for analyzing student behavioral engagement has been developed. With the framework, every student moment could be labeled as Participatory Speech or Participatory Silence or Non-Participatory Speech or Non-Participatory Silence. Third, an instrument to which the framework is applied has been developed by using Microsoft Excel. As a trial, two fourth-grade students in elementary science class were analyzed with this instrument. The results of the trial analysis shows that the longest period of a science lesson was occupied by Participatory Silence (63% and 72%). Among the participatory silence, 'listening' was the most common (51% and 42% of the trial lesson) and 'observing' which is a specific behavior to science was the fourth position (17% and 17% of the trial lesson). It is expected that the developed instrument could be used in improving our understanding of the patterns of student engagement in science classrooms.