USING STUDENT‐MANAGED INTERVENTIONS TO INCREASE HOMEWORK COMPLETION AND ACCURACY

Daniel E. Olympia, Susan M. Sheridan, William R. Jenson, Debra Andrews

Research output: Contribution to journalArticle

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Abstract

We examined the effectiveness of self‐managed individual and group contingency procedures in improving the completion and accuracy rates of daily mathematics homework assignments. A group of sixth‐grade students having homework difficulties in mathematics were selected for the study. There was substantial improvement in the amount of homework completed over baseline for a majority of the students, whereas the results for accuracy were mixed. Students who participated in the self‐management training made significant gains on standardized measures of academic achievement and curriculum‐based measures of classroom performance. Parents also reported significantly fewer problems associated with homework completion following the intervention. Students who were allowed to select their own performance goals made superior improvements in the number of homework assignments returned compared to students who were given a specified goal by the classroom teacher. Parents, subjects, and the classroom teacher responded positively on consumer satisfaction measures following termination of the study. 1994 Society for the Experimental Analysis of Behavior

Original languageEnglish (US)
Pages (from-to)85-99
Number of pages15
JournalJournal of applied behavior analysis
Volume27
Issue number1
DOIs
Publication statusPublished - Jan 1 1994

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Keywords

  • academic skills
  • education
  • homework
  • interventions
  • self‐management

ASJC Scopus subject areas

  • Philosophy
  • Applied Psychology
  • Sociology and Political Science

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