Using self-recording, evaluation, and graphing to increase completion of homework assignments.
This article describes the use of self-monitoring procedures to increase the number of daily homework assignments completed by eight students with learning disabilities. Students ranged in age from 13 to 16 years and attended Grades 7 through 10. The experimental procedure involved the use of a sheet listing all daily assignments given by regular classroom teachers. A multiple-baseline design across subjects demonstrated a clear relationship between the introduction of self-monitoring of assignments and an increase in assignments completed. Goal setting and self-graphing of data appeared to increase this effect.
Trammel
D L
DL
Office of Research, College of Education, University of Missouri-Columbia 65211.
Schloss
P J
PJ
Alper
S
S
D000293:Adolescent; D001521:Behavior Therapy / Q000379:methods*; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D007389:Internal-External Control; D007859:Learning Disabilities / Q000523:psychology / Q000628:therapy*; D008297:Male; D009042:Motivation; D012655:Self-Evaluation Programs; D014477:Underachievement