The Use of Goal Setting and Contingency Contracting for Improving Children's Homework Performance

Miller, Deborah L.; Kelley, Mary Lou

doi:10.1901/jaba.1994.27-73

Cited by 72 publications

(51 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Moreover, the type or label of disability may affect the goals students provide and should be examined in future analyses that continue to follow students and monitor their goals. As Miller and Kelley (1994) found, commitment to goals may change over time, leading to new or modified goals. Research is needed on the process students use to set goals and also on goal completion.…”

Section: Suggestions For Future Researchmentioning

confidence: 95%

“…Four characteristics are displayed by people who are self-determined: (a) acting autonomously, with a minimum of support, if needed; (b) acting in a self-regulated manner, exercising personal control over one's actions; (c) initiating and responding to events in a psychologically empowered manner; and (d) acting in a self-realizing manner, to understand the effects of one's actions on others and the envi ronment in which one lives. Miller and Kelley (1994) saw goal setting as a lifelong skill that is part of self-determination. Goal setting was also listed as one of a number of essential elements by Wehmeyer that can be used instructionally to build capacity for self-determination, which also include choice making, decision making, problem solving, and selfmanagement, to name a few of these elements.…”

Section: Self-determination Goal Setting High School Middle Schoolmentioning

confidence: 99%

See 1 more Smart Citation

Goal Content Analysis for Middle and High School Students With Disabilities

Williams-Diehm

Palmer

Schroer

2010

Career Development for Exceptional Individuals

View full text Add to dashboard Cite

Goal setting is associated with self-determination and student involvement in learning. Middle and high school students receiving special education services and corresponding special education teachers across six states were asked to name goals on which the students were working. A comparison of the academic, transition, and social goals named by 332 students was conducted to determine differences between groups. Results are reported by school level and the ability levels of students, evaluating both student-and teacher-reported goals from a written evaluation scenario. Relative grade level in school was shown to be a significant factor for content variation but not ability level. Implications for practice and directions for future research are discussed. Keywords self-determination, goal setting, high school, middle schoolGoal setting is a natural component of adult life displayed through the actions of most successful individuals. People set goals on a daily basis and in almost all facets of life, including work, school, and personal. Interest in goal setting has been around since the 1930s, when the notion of measuring motivation and conscious goals arose (Locke & Latham, 2002). According to Locke and Latham (2002), a goal is defined as "the object or aim of an action, for example, to attain a specific standard of proficiency, usually within a specific time limit" (p. 705). Goals have been studied in the context of self-determination (Wehmeyer & Bolding, 1999). Self-determination refers to an individual's perceived ability to make independent choices in his or her own life; the amount of control a person has over his or her decisions could affect the desire to set or achieve goals (Wehmeyer & Bolding, 1999).Measurable annual academic and functional goals are a requirement of the Individuals with Disabilities Education Act of 2004. Individualized Education Program (IEP) goals must meet the standards within Section 300.320 of the Individuals with Disabilities Education Act, which mention goals designed to meet the needs of individuals with disabilities, enabling them to be involved in and make progress in the general education curriculum. Thus, IEP goals must contain a description of how a child's progress toward the completion of these annual goals will be measured and the process for reporting progress on annual goals. Transition goals are also a required IEP component for students aged 16 years and older, or 14 years in some states that passed additional legislation to change the age for transition requirements. Therefore, the progress of IEP goals provides guid ance for the education and progress of students with disabilities. Although the goals discussed within this article would not be classified as official annual IEP goals, the process of understanding and setting goals and goal accomplishment is critical to both the IEP process and the skill of goal attainment within self-determination.A definition of self-determination suggested by Wehmeyer (2006) views the construct of self-determination as "...

show abstract

Section: Suggestions For Future Researchmentioning

confidence: 95%

Section: Self-determination Goal Setting High School Middle Schoolmentioning

confidence: 99%

Goal Content Analysis for Middle and High School Students With Disabilities

Williams-Diehm

Palmer

Schroer

2010

Career Development for Exceptional Individuals

View full text Add to dashboard Cite

show abstract

“…Research on homework interventions for students with general academic problems have suggested that the use of goal setting and contingency contracting, parent training in structuring the home setting, and parent-teacher consultation are beneficial in the remediation of homework difficulties (Anesko and O'Leary, 1982;Bergan and Kratochwill, 1990;Kahle and Kelley, 1994;Miller and Kelley, 1994;Weiner et al, 1998). In homework-specific parent training programs, parents are taught to identify and target specific behaviors and establish a consistent homework routine (i.e., determining a quiet setting with minimal distractions, starting the process early, providing aid when needed, breaking down assignments, and prioritizing tasks) (Anesko and O'Leary, 1982).…”

Section: Homework-focused Interventionsmentioning

confidence: 99%

Interventions to Address the Academic Impairment of Children and Adolescents with ADHD

Raggi

Chronis

2006

Clin Child Fam Psychol Rev

203

192

View full text Add to dashboard Cite

There exists a strong link between ADHD and academic underachievement. Both the core behavioral symptoms of ADHD and associated executive functioning deficits likely contribute to academic impairment. Current evidence-based approaches to the treatment of ADHD (i.e., stimulant medication, clinical behavior therapy and classroom behavioral interventions) have demonstrated a robust impact on behavioral variables such as attention and disruptive behavior within classroom analogue settings; however, their efficacy in improving academic outcomes is much less clear. Although surprisingly few treatment outcome studies of ADHD have attempted to incorporate interventions that specifically target academic outcomes, the studies that are available suggest that these interventions may be beneficial. The state of the treatment literature for addressing academic impairment in children and adolescents with ADHD will be reviewed herein, as well as limitations of current research, and directions for future research.

show abstract

“…According to McGoey, Prodan and Condit (2007) school home notes is a popular intervention strategy that requires increased parent involvement. Although homework is a valuable tool for learning and homework problems are common among school aged children, research examining interventions for improving children's homework performance has been limited (Miller & Kelley, 1994). Compared with the research on homework and general education students, the study of homework and students with disabilities has been limited, and the accuracy of homework completion has little focus.…”

mentioning

confidence: 99%

Increasing homework completion and accuracy rates with parental participation for young children with Autism Spectrum Disorder

Gilic¹

2017

PSYE

View full text Add to dashboard Cite

Students with Autism Spectrum Disorder often experience difficulty completing homework assignments independently more than students without disabilities. This study examined the use of a daily report card while adding a parent teacher component on the homework completion and accuracy rates of two second grade boys diagnosed with Autism. Parental participation for graphing and reviewing the student data involved the home environment. Researchers found that the use of the daily report card for homework completion and accuracy increased student success with the added parent teacher communication component. The parent teacher intervention increased both students' homework completion by 65% and 38% respectively and accuracy rates by 123% and 30% respectively compared, to baseline sessions. Data showed that the addition of a parent teacher graphing component can be effective with a daily report card to increase parental involvement, while also helping increase homework completion and accuracy rates in students with Autism. Keywords: academic success, parental involvement, Autism Spectrum Disorder El incremento de los deberes para casa y la exactitud de tarea con la participación de los padres en niños pequeños con trastorno del espectro autista RESUMEN: Los estudiantes con trastorno del espectro autista a menudo experimentan dificultades para completar las tareas de forma independiente más que los estudiantes sin discapacidades. Este estudio examinó el uso de unas tarjetas de registro diario en las tasas de finalización de la tarea y precisión de dos niños de segundo grado con diagnóstico de autismo. Se incluyó entre las actividades de casa la representación gráfica por parte de los padres de los datos. Los investigadores encontraron que el uso de un registro diario para completar la tarea aumentó el éxito y la precisión del estudiante con el añadido de la comunicación entre padres y maestros. La intervención con padres y maestros mejoró la terminación de la tarea en los estudiantes en un 65% y 38% respectivamente, y tasas de precisión de 123% y 30% en comparación con las sesiones de línea de base. Los datos mostraron que la adición de un componente gráfico por parte de padres y maestros puede ser eficaz para aumentar la participación de los padres, mientras que también ayuda en las tasas de finalización de la tarea y precisión en los estudiantes con autismo. Palabras clave: Éxito académico, participación de los padres, trastorno del espectro autista.

show abstract

The Use of Goal Setting and Contingency Contracting for Improving Children's Homework Performance

Cited by 72 publications

References 33 publications

Goal Content Analysis for Middle and High School Students With Disabilities

Goal Content Analysis for Middle and High School Students With Disabilities

Interventions to Address the Academic Impairment of Children and Adolescents with ADHD

Increasing homework completion and accuracy rates with parental participation for young children with Autism Spectrum Disorder

Contact Info

Product

Resources

About