Decreasing a College Student’s Disorganization
Document Type
Oral Presentation
Campus where you would like to present
SURC 301
Start Date
16-5-2013
End Date
16-5-2013
Abstract
College-aged students often have trouble organizing their things because of learned helplessness from parents or guardians growing up. After living on his own, the participant was struggling with disorganization, such as not cleaning/picking up his dishes, garbage, bathroom, toothbrush, bedroom, breadcrumbs etc. The research attempts to bridge the gap between living with and without parents. This study evaluated the effectiveness of verbal prompts and reinforcements on organizational skills of a college student. The findings showed a decrease in disorganized behaviors after the interventions. Fading the prompts over the course of 10 sessions proved to be effective in decreasing the mean and level of performance. The data showed the participant needed the extra prompting and reinforcement support to continue the organized behaviors. The maintenance of the organized behavior should be studied in the future to examine whether the participant can maintain his organization skills after the intervention.
Recommended Citation
Heberling, James, "Decreasing a College Student’s Disorganization" (2013). Symposium Of University Research and Creative Expression (SOURCE). 44.
https://digitalcommons.cwu.edu/source/2013/oralpresentations/44
Additional Mentoring Department
Education
Decreasing a College Student’s Disorganization
SURC 301
College-aged students often have trouble organizing their things because of learned helplessness from parents or guardians growing up. After living on his own, the participant was struggling with disorganization, such as not cleaning/picking up his dishes, garbage, bathroom, toothbrush, bedroom, breadcrumbs etc. The research attempts to bridge the gap between living with and without parents. This study evaluated the effectiveness of verbal prompts and reinforcements on organizational skills of a college student. The findings showed a decrease in disorganized behaviors after the interventions. Fading the prompts over the course of 10 sessions proved to be effective in decreasing the mean and level of performance. The data showed the participant needed the extra prompting and reinforcement support to continue the organized behaviors. The maintenance of the organized behavior should be studied in the future to examine whether the participant can maintain his organization skills after the intervention.
Faculty Mentor(s)
Shu-Fei Tsai