Abstract
Three psychiatric teacher-counselors and five students from a residential mental health treatment facility for adolescents with behavior disorders were used to determine if consistent use of a 14-step planning strategy would result in student increases in academic performance. The planning strategy included analysis of error types and analysis of correct and error performance trends in the student's daily work. Daily interviews were conducted to determine which planning strategies were being employed by the teacher-counselors. Student academic performance was concurrently assessed by daily scoring of the student's mathematics worksheet. Intervention with the teachers was staggered to produce a multiple baseline design. Results were that four of the five students showed significant gains in academic performance in mathematics when teachers consistently used the planning strategy.
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