Evaluating the effects of formal corrective feedback on off-task/on-task behavior of mild intellectually disabled students: An action research study

The off-task behavior demonstrated by the study participants appears to interfere with classroom instruction, contribute to poor academic performance and in many instances lead to disciplinary actions such as suspension. The purpose of the study entailed determining if formal corrective feedback has an effect on the off-task/on-task behavior of mild intellectually disabled students. Research questions were aimed at determining if formal corrective feedback effects the off-task behavior as well as whether it effects the on-task behavior of the study participants. A mixed research methodology was used to structure the study in order to ensure that a detailed picture be constructed of the small group of participants. The theories of constructivism, behaviorism were essential to the choice of treatment applied as well as to the method used to quantify behavior. The Direct Behavior Rating form (DBR) was used to rate the off-task/on-task behavior of each student and frequency behavior recordings of the various forms of off-task behavior demonstrated by each student was completed as well. The goal of the study looked to identify a potential strategy for addressing the behavioral deficiencies commonly displayed by students classified as mild intellectually disabled as well as any other student determined to have behavioral issues within the classroom setting. The study's results revealed that formal corrective feedback had a significant effect on the off-task/on-task behavior of students classified as being mild intellectually disabled. Additionally, it was found that formal corrective feedback had a relatively strong effect on all specific forms of off-task behaviors except "work refusal". A major implication of this study is that perhaps it would be best practice to focus on establishing and teaching an on-task behavior curriculum in addition to the academic curriculum already being taught to students classified as being mild intellectually disabled.