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AutorenNess, Bryan Michael; Sohlberg, McKay Moore; Albin, Richard W.
TitelEvaluation of a Second-Tier Classroom-Based Assignment Completion Strategy for Middle School Students in a Resource Context
QuelleIn: Remedial and Special Education, 32 (2011) 5, S.406-416 (11 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0741-9325
DOI10.1177/0741932510362493
SchlagwörterMiddle 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
AbstractStudents 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).
AnmerkungenSAGE 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 vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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