Using an Alternating Treatment Design in a Co-taught Classroom to Measure Student On-task Behavior

Randa G. Keeley, Ph.D.
Texas Woman's University


The purpose of this study was to determine if student on-task behavior varied when a) the One Teach/One Assist co-teaching model was applied or b) when the Team Teaching model was applied using an alternating treatment design for four students in a co-taught Algebra I classroom. Results show that participants experienced increased on-task behavior and an overall decrease in behavior variation when the One Teach/One Assist or Team Teach co-teaching model was implemented. These findings indicate that in a co-taught classroom, whether the One Teach/One Assist or Team Teaching model is implemented it will yield increased on-task behavior of students as compared to not implementing a co-teaching model.

Key words: Co-teaching, One Teach/One Assist, Team Teaching, inclusion

Read or Download

  • To Read this Article - or Download this Article (login required)

  • To Download the Entire SPRING/SUMMER 2018 Issue of JAASEP -  (login required)

NASET Members -  Login to Access These Files.

Not a Member?

If you are a member of NASET, please login to freely access this and all archived articles of JAASEP

If you are NOT A MEMBER of NASET you may purchase this article of JAASEP for $4.95 (use the "Buy now" button below):

OR Buy the entire issue of JAASEP SPRING/SUMMER 2018 for $19.95. Use the BUY NOW button below:

OR - Join NASET and have access to this & ALL PAST ISSUES of JAASEP - JOIN NASET

Return to the Table of Contents - CLICK HERE

forgot username or password?