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ERIC Number: EJ856391
Record Type: Journal
Publication Date: 2009
Pages: 9
Abstractor: As Provided
Reference Count: 22
ISSN: ISSN-0279-6015
Self-Management of On-Task Homework Behavior: A Promising Strategy for Adolescents with Attention and Behavior Problems
Axelrod, Michael I.; Zhe, Elizabeth J.; Haugen, Kimberly A.; Klein, Jean A.
School Psychology Review, v38 n3 p325-333 2009
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. (Contains 1 figure and 1 table.)
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 - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A