Title

Homework, Organization, and Planning Skills: Effectiveness With Middle-School-Aged Students

Document Type

Poster

Campus where you would like to present

Ellensburg

Event Website

https://digitalcommons.cwu.edu/source

Start Date

18-5-2020

Abstract

The Homework, Organization and Planning Skills (HOPs) intervention is behavioral intervention with a token economy system that rewards students for improvements in organizing their school materials, homework management skills, and using a planner and schedules. When students improve these skills they are more prepared to do well academically. This study takes a multiple-baseline design approach to examining the intervention’s effectiveness when implemented one-on-one and in a small group with an interdependent contingency for reward. There are 17 sessions. Students who could benefit from improved organization, homework management, and planning skills were recommended for the intervention by local middle school teachers. Interventionists are gathering weekly data on the percent of organizational skills met on a checklist, the number of missing assignments, and the percent of time management skills met on a checklist. Preliminary visual analysis is revealing that the organizational skills have generally improved with the implementation of organizational binder systems with the students. The number of missing assignments data is more mixed. Time management skills have yet to be introduced and the data during baseline appears mixed.

Faculty Mentor(s)

Richard Marsicano

Department/Program

Psychology

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May 18th, 12:00 PM

Homework, Organization, and Planning Skills: Effectiveness With Middle-School-Aged Students

Ellensburg

The Homework, Organization and Planning Skills (HOPs) intervention is behavioral intervention with a token economy system that rewards students for improvements in organizing their school materials, homework management skills, and using a planner and schedules. When students improve these skills they are more prepared to do well academically. This study takes a multiple-baseline design approach to examining the intervention’s effectiveness when implemented one-on-one and in a small group with an interdependent contingency for reward. There are 17 sessions. Students who could benefit from improved organization, homework management, and planning skills were recommended for the intervention by local middle school teachers. Interventionists are gathering weekly data on the percent of organizational skills met on a checklist, the number of missing assignments, and the percent of time management skills met on a checklist. Preliminary visual analysis is revealing that the organizational skills have generally improved with the implementation of organizational binder systems with the students. The number of missing assignments data is more mixed. Time management skills have yet to be introduced and the data during baseline appears mixed.

https://digitalcommons.cwu.edu/source/2020/COTS/109