The generality and social validity of a competency-based self-control training intervention for underachieving...

Area of Science:

• Educational Psychology
• Behavioral Interventions

Background:

• Underachieving students often require targeted interventions to improve academic performance.
• Self-control strategies can be adapted to enhance learning in specific subjects.

Purpose of the Study:

• To evaluate a modified competency-based self-control package for improving arithmetic proficiency.
• To assess the intervention's effectiveness, generality across settings, and social validity.

Main Methods:

• A modified competency-based self-control package was implemented with three underachieving fifth-grade students.
• Arithmetic proficiency was the target behavior for intervention.
• Generalization and social validity were assessed through performance data and teacher feedback.

Main Results:

• The intervention led to significant improvements in arithmetic performance.
• Evidence of generalization across all possible classes was observed.
• Student performance approached or surpassed that of higher-achieving classmates, indicating social validity.

Conclusions:

• The modified self-control intervention is effective for enhancing arithmetic skills in underachieving students.
• The intervention demonstrates broad generalization and positive social validity.
• Teachers found the intervention appropriate and easy to implement in a classroom setting.