NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ856390
Record Type: Journal
Publication Date: 2009
Pages: 18
Abstractor: As Provided
Reference Count: 59
ISSN: ISSN-0279-6015
A Comparison of Group-Oriented Contingencies and Randomized Reinforcers to Improve Homework Completion and Accuracy for Students with Disabilities
Lynch, AnnMarie; Theodore, Lea A.; Bray, Melissa A.; Kehle, Thomas J.
School Psychology Review, v38 n3 p307-324 2009
The present study employed an alternating-treatments design to compare the differential effect of group contingencies on the improvement of homework completion and accuracy of students with disabilities in a self-contained fifth-grade classroom. Generally, past investigations have indicated a positive association between homework performance and academic achievement. Relative to their nondisabled peers, students with learning disabilities are more at risk for homework problems. Thus, homework assignments are particularly important for students with disabilities to reinforce learning and improve academic achievement. The results suggested that all group contingencies were effective in enhancing overall completion and accuracy, with no substantial differences evidenced by one contingency in particular. (Contains 2 figures and 2 tables.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A