Self-Management of On-Task Homework Behavior: A Promising Strategy for Adolescents With Attention and Behavior Problems
Self-Management of On-Task Homework Behavior: A Promising Strategy for Adolescents With Attention and Behavior Problems
复制标题
任务作业行为的自我管理：针对有注意力和行为问题的青少年的一个有前途的策略
DOI：
10.1080/02796015.2009.12087817
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发表时间：
2009
影响因子：
3
通讯作者：
Jean A. Klein
中科院分区：
文献类型：
--
作者：
Michael I. Axelrod;Elizabeth J. Zhe;Kimberly A. Haugen;Jean A. Klein
抽象的。有注意力和行为问题的学生往往难以完成学业。任务行为经常被认为是学生不能完成家庭作业的主要原因。研究人员已经确定了自我监控和自我管理的任务行为的有效工具，以提高家庭作业完成率的学生谁遇到困难参加任务。本研究的目的是探讨30分钟的自然主义，家庭为基础的，自我管理干预的学生注意力问题和行为障碍的有效性。具体来说，目前的研究着手调查基线和干预之间的差异，在任务行为时，自我监测的间隔时间设置为3和10分钟。对于所有参与者，任务行为显着改善基线。此外，在3分钟和10分钟的时间间隔内，任务行为的改善是明显的，这表明更短的时间间隔并没有提高干预的有效性。最后，根据学校记录，完成家庭作业的频率增加了。
Abstract. 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.