Evaluation of a Second-Tier Classroom-Based Assignment Completion Strategy for Middle School Students in a Resource Context

Autor/inn/en	Ness, Bryan Michael; Sohlberg, McKay Moore; Albin, Richard W.
Titel	Evaluation of a Second-Tier Classroom-Based Assignment Completion Strategy for Middle School Students in a Resource Context
Quelle	In: Remedial and Special Education, 32 (2011) 5, S.406-416 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932510362493
Schlagwörter	Middle School Students; Homework; Intervention; Grade 7; Assignments; Evaluation; Barriers; Special Education; Learning Disabilities; Special Education Teachers; Regular and Special Education Relationship; Motivation; Adolescents; Attention Deficit Hyperactivity Disorder; Pilot Projects; Interrater Reliability; Validity; Memory; Short Term Memory + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Hausaufgabe; School year 07; 7. Schuljahr; Schuljahr 07; Assignment; Auftrag; Zuweisung; Evaluierung; Special needs education; Sonderpädagogik; Sonderschulwesen; Learning handicap; Lernbehinderung; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; psychologische; Motivation (psychologisch); Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Pilot project; Modellversuch; Pilotprojekt; Interrater-Reliabilität; Gültigkeit; Gedächtnis; Kurzzeitgedächtnis
Abstract	Students who struggle academically often struggle with assignment completion. Poor assignment completion is attributable to both student cognitive and motivational barriers. This study evaluates the effectiveness of an intervention designed to improve assignment completion for middle school students who struggle academically. Seventh graders with diverse educational and behavioral profiles in a resource room context learned to use an organization system to facilitate assignment management while in the resource classroom. The intervention was applied at the classroom level to address implementation barriers encountered while piloting the system with individual students. Using a single-subject design methodology, we demonstrated a functional relation between the intervention and assignment completion skills for two of three participants. Classroom-wide application facilitated implementation and positive effects were maintained 1 month postintervention. Additional implementation and intervention implications are discussed. (Contains 3 figures.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10