ERIC Number: ED359446
Record Type: RIE
Publication Date: 1992-Aug
Serving the Underachiever: School-Based Interventions.
Wilkie, Jeff A.; And Others
Underachievement in the classroom is a problem which confronts educators and national initiatives such as America 2000. Little field research exists to evaluate the effectiveness of classroom interventions on improving academic performance of the underachiever. A field study was designed and implemented by school psychologists which focused on intervening with the underachieving student in the elementary school classroom. The subjects for the study consisted of the fifth grade population (N=119) of one elementary school. Targeted underachievers were identified by six classroom teachers. School psychologists used a consultation model to train teachers in group (group contingencies, study skills, verbal reprimands, public posting) and individual (self-recording, behavior contracts, home-school notes) interventions for improving students' academic performance. The use of selected interventions was monitored by the school psychologists on a weekly basis. Evaluation of student progress was measured by process, single case, and group analyses. Two rating scales were developed for identification of the underachiever (one for parents and teachers, one student self-report form). At the conclusion of the study, positive changes were demonstrated in the underachieving students. Substantial increases were noted in the percent of science assignments turned in during baseline phase to the intervention phase. Single case and group data analyses indicated significant increases in academic achievement on adults' ratings of student achievement. Other data suggest general trends of improved performance for all targeted underachieving students. (NB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Psychological Association (100th, Washington, DC, August 14-18, 1992).