Self-Management of On-Task Homework Behavior: A Promising Strategy for Adolescents with Attention and Behavior Problems

Autor/inn/en	Axelrod, Michael I.; Zhe, Elizabeth J.; Haugen, Kimberly A.; Klein, Jean A.
Titel	Self-Management of On-Task Homework Behavior: A Promising Strategy for Adolescents with Attention and Behavior Problems
Quelle	In: School Psychology Review, 38 (2009) 3, S.325-333 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Time on Task; Homework; Student Behavior; Behavior Disorders; Adolescents; Behavior Problems; Attention Deficit Disorders; Comparative Analysis; Intervention; Self Management; Intervals; Differences; Program Effectiveness; Residential Programs + Suchen Sie Ihr Suchwort? Zeitaufwand; Hausaufgabe; Student behaviour; Schülerverhalten; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Selbstmanagement; Unterscheiden; Sozialer Wohnungsbau
Abstract	Students with attention and behavior problems oftentimes experience difficulty finishing academic work. On-task behavior is frequently cited as a primary reason for students' failure to complete homework assignments. Researchers have identified self-monitoring and self-management of on-task behavior as effective tools for improving homework completion rates among students who experience difficulty attending to tasks. The purpose of this study was to examine the effectiveness of a 30-min naturalistic, home-based, self-management intervention for students with attention problems and behavioral disorders. Specifically, the current study set out to investigate differences in on-task behavior between baseline and intervention when self-monitoring intervals were set at 3 and 10 min. For all participants, on-task behavior improved significantly over baseline. Furthermore, the improvements in on-task behavior were evident for both the 3- and 10-min intervals, suggesting that shorter intervals did not enhance the intervention's effectiveness. Finally, based on school records, the frequency of completed homework assignments increased. (Contains 1 figure and 1 table.) (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10