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Using self-recording, evaluation, and graphing to increase completion of homework assignments
D L Trammel1, P J Schloss, S Alper
1Office of Research, College of Education, University of Missouri-Columbia 65211.
Journal of Learning Disabilities
|February 1, 1994
Summary
Self-monitoring strategies effectively increased homework completion for students with learning disabilities. Goal setting and self-graphing further enhanced these positive outcomes in academic settings.
Area of Science:
- Special Education
- Behavioral Psychology
- Educational Psychology
Background:
- Students with learning disabilities often face challenges with academic task completion.
- Effective interventions are crucial to support homework completion and academic success.
Purpose of the Study:
- To investigate the efficacy of self-monitoring procedures in improving daily homework completion rates.
- To assess the impact of goal setting and self-graphing on homework completion for students with learning disabilities.
Main Methods:
- A multiple-baseline design across subjects was employed.
- Eight students (ages 13-16, Grades 7-10) with learning disabilities participated.
- Intervention involved a checklist for daily assignments and self-monitoring.
Main Results:
- Introduction of self-monitoring procedures led to a significant increase in completed homework assignments.
- The combination of self-monitoring with goal setting and self-graphing demonstrated a further positive effect.
- Consistent improvements were observed across different academic subjects.
Conclusions:
- Self-monitoring is a viable strategy to enhance academic task completion for students with learning disabilities.
- Integrating goal setting and self-graphing can amplify the benefits of self-monitoring interventions.
- These findings support the use of self-regulation techniques in educational settings for students with diverse learning needs.