Self-Management of On-Task Homework Behavior: A Promising Strategy for Adolescents With Attention and Behavior Problems

Students with attention and behavior problems oftentimes experience difficulty finishing academic work. On-task behavior is frequently cited as a primary reason for students' failure to complete homework assignments. Researchers have identified self-monitoring and self-management of on-task beh...

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Bibliographic Details
Published in:School psychology review 2009-09, Vol.38 (3), p.325-333
Main Authors: Axelrod, Michael I., Zhe, Elizabeth J., Haugen, Kimberly A., Klein, Jean A.
Format: Article
Language:English
Subjects:
Adolescents
Attention Deficit Disorders
Attention deficit hyperactivity disorder
Behavior Disorders
Behavior Problems
Children & youth
Comparative Analysis
Differences
Homework
Intervals
Intervention
Outcomes of Education
Parent Participation
Program Effectiveness
Psychological aspects
Residential Programs
Self Management
Student Behavior
Studies
Time on Task
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Summary:Students with attention and behavior problems oftentimes experience difficulty finishing academic work. On-task behavior is frequently cited as a primary reason for students' failure to complete homework assignments. Researchers have identified self-monitoring and self-management of on-task behavior as effective tools for improving homework completion rates among students who experience difficulty attending to tasks. The purpose of this study was to examine the effectiveness of a 30-min naturalistic, home-based, self-management intervention for students with attention problems and behavioral disorders. Specifically, the current study set out to investigate differences in on-task behavior between baseline and intervention when self-monitoring intervals were set at 3 and 10 min. For all participants, on-task behavior improved significantly over baseline. Furthermore, the improvements in on-task behavior were evident for both the 3- and 10-min intervals, suggesting that shorter intervals did not enhance the intervention's effectiveness. Finally, based on school records, the frequency of completed homework assignments increased.
ISSN:0279-6015
2372-966X
2372-966X
DOI:10.1080/02796015.2009.12087817