The Experts below are selected from a list of 6786 Experts worldwide ranked by ideXlab platform
Jean B. Schumaker - One of the best experts on this subject based on the ideXlab platform.
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The effects of self-regulation training on the academic productivity of secondary students with learning problems
Journal of Behavioral Education, 1994Co-Authors: Gary O. Seabaugh, Jean B. SchumakerAbstract:Four self-regulation skills were taught in a series of student-teacher conferences to eight learning disabled (LD) and three non-disabled (NLD) adolescents in an alternative high school. All participants had a prior history of school failure and low lesson-completion rates. The skills taught were Behavior Contracting, self-recording, self-monitoring, and self-reinforcement. Self-instructional materials in reading, writing, and math were used as the curriculum, and the dependent variables in the study were the number of lessons completed per student per day in the three academic areas. Multiple-baseline designs across students and across academic areas were employed to assess the effects of the self-regulation training and the students' application of the self-regulation skills on lesson completion. Results indicate that all participating LD and NLD students substantially increased their rate of lesson completion after the intervention. These increases occurred in the academic areas targeted by the students for the application of the self-regulation skills. Thus, self-regulation interventions hold promise for bringing at-risk students into contact with the school curriculum .
Gary O. Seabaugh - One of the best experts on this subject based on the ideXlab platform.
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The effects of self-regulation training on the academic productivity of secondary students with learning problems
Journal of Behavioral Education, 1994Co-Authors: Gary O. Seabaugh, Jean B. SchumakerAbstract:Four self-regulation skills were taught in a series of student-teacher conferences to eight learning disabled (LD) and three non-disabled (NLD) adolescents in an alternative high school. All participants had a prior history of school failure and low lesson-completion rates. The skills taught were Behavior Contracting, self-recording, self-monitoring, and self-reinforcement. Self-instructional materials in reading, writing, and math were used as the curriculum, and the dependent variables in the study were the number of lessons completed per student per day in the three academic areas. Multiple-baseline designs across students and across academic areas were employed to assess the effects of the self-regulation training and the students' application of the self-regulation skills on lesson completion. Results indicate that all participating LD and NLD students substantially increased their rate of lesson completion after the intervention. These increases occurred in the academic areas targeted by the students for the application of the self-regulation skills. Thus, self-regulation interventions hold promise for bringing at-risk students into contact with the school curriculum .
William J. Ruth - One of the best experts on this subject based on the ideXlab platform.
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Goal Setting and Behavior Contracting for Students with Emotional and Behavioral Difficulties: Analysis of Daily, Weekly, and Total Goal Attainment.
Psychology in the Schools, 1998Co-Authors: William J. RuthAbstract:Goal setting and Behavior Contracting were combined for students with emotional and Behavioral difficulties in a public elementary school. Attainment for daily, weekly, and total contract goals were analyzed over 5 years across 43 special education students. Goal setting involved goal specificity, goal difficulty, goal acceptance, and performance feedback. Behavior contracts involved a main goal, target Behavior, recording, feedback, and reward contingency. Contracts focused on low-frequency Behaviors to be increased (e.g., cooperation), or high-frequency Behaviors to be decreased (e.g., aggression). Mean completion time for contracts was 6.4 weeks. Results indicated high and consistent attainment percentages for daily (75%), weekly (72%), and total (86%) contract goals. Findings suggest that the motivational aspects of Behavior Contracting and goal setting may combine to produce maximum success for students with emotional and Behavioral difficulties. Limitations and implications are discussed. © 1996 John Wiley & Sons, Inc.
Heather Davis - One of the best experts on this subject based on the ideXlab platform.
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A meta-analysis of single-case research on Behavior contracts: effects on Behavioral and academic outcomes among children and youth.
Behavior Modification, 2014Co-Authors: Lisa Bowman-perrott, Mack D. Burke, Sharon De Marin, Nan Zhang, Heather DavisAbstract:The purpose of this meta-analysis was to quantitatively summarize the single-case research (SCR) literature on the use of Behavior contracts with children and youth. This study examined the efficacy of Behavior contracts on problem Behaviors and academic Behaviors across 18 SCR studies. Academic and Behavioral outcomes were examined for 58 children and youth ages 5 to 21 using the TauU effect size index. Results indicated the overall moderate effect of the use of Behavior contracts was ES = .57 (95% confidence interval [CI95] = [0.55, 0.58]) with a range of effects across studies (ES = .27 to ES = 1.00). Moderator analyses indicated that Behavior contracts are beneficial for students regardless of grade level, gender, or disability status. Findings suggest that the intervention is more effective in reducing inappropriate Behaviors than increasing appropriate Behaviors, and that academic outcomes are positively affected by Behavior Contracting.
Lisa Bowman-perrott - One of the best experts on this subject based on the ideXlab platform.
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A meta-analysis of single-case research on Behavior contracts: effects on Behavioral and academic outcomes among children and youth.
Behavior Modification, 2014Co-Authors: Lisa Bowman-perrott, Mack D. Burke, Sharon De Marin, Nan Zhang, Heather DavisAbstract:The purpose of this meta-analysis was to quantitatively summarize the single-case research (SCR) literature on the use of Behavior contracts with children and youth. This study examined the efficacy of Behavior contracts on problem Behaviors and academic Behaviors across 18 SCR studies. Academic and Behavioral outcomes were examined for 58 children and youth ages 5 to 21 using the TauU effect size index. Results indicated the overall moderate effect of the use of Behavior contracts was ES = .57 (95% confidence interval [CI95] = [0.55, 0.58]) with a range of effects across studies (ES = .27 to ES = 1.00). Moderator analyses indicated that Behavior contracts are beneficial for students regardless of grade level, gender, or disability status. Findings suggest that the intervention is more effective in reducing inappropriate Behaviors than increasing appropriate Behaviors, and that academic outcomes are positively affected by Behavior Contracting.