The focus of this study was to determine the effect an individualized, self-monitoring procedure had on the work completion rates for students that struggle with staying on-task and completing assignments during independent work periods. Although the students identified for this study experienced lower grades due to missing assignments, they were not considered disruptive to class. In fact, they were considered quite passive in class, often daydreaming or doodling. Furthermore, these students come from a minority community with a high incidence of poverty and toxic stress. The intervention was an extension of an existing class wide procedure developed to encourage on-task behaviors. During independent work sessions, all students would monitor their on-task behavior in 5-minute increments using a whole-interval recording procedure. At the end of each 5-minute increment, the students marked a form with a “+” if they were on task the entire 5 minutes or a “-“ if they had not been on task. This procedure was repeated 3-5 times. If the class had met the goal of being on-task 80% or more of the time, then a class reward was given. The more intensive, Tier 2 intervention was added for students who continued to struggle with staying on-task and completing their work. For this study, the added intervention included the teacher meeting briefly with the target students before and after independent work time. Prior to the session, the student identified which assignment they would complete and which reinforcer they requested if goal was met. After the session, the teacher and student met briefly again to assess if the goal had been met, and if so, the reinforcer was provided. Initially, four students were identified so a multiple baseline across participants design was used. There were promising results for the first target student; showing an increase of 78% in work completion rates from baseline to intervention. Unfortunately, due to a forced school closure, the study ended prematurely and further results are not available. Discussion on limitations and suggestions for further study are also included in this report.
|Advisor:||O'Connor, Karen, Boerman-Cornell, William|
|School:||Trinity Christian College|
|School Location:||United States -- Illinois|
|Source:||MAI 81/11(E), Masters Abstracts International|
|Subjects:||Special education, Elementary education|
|Keywords:||General education, Low income, Minority, Passive disengagement, Self-monitoring|
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