Teaching Behaviorally Disordered Adolescents to Use Self-Management Skills for Improving the Completeness,Accuracy,and Neatness of Creative Writing Homework Assignments
Restricted accessResearch articleFirst published online August, 1990
Teaching Behaviorally Disordered Adolescents to Use Self-Management Skills for Improving the Completeness,Accuracy,and Neatness of Creative Writing Homework Assignments
The purpose of this study was to examine the effects of a self-management procedure known as WATCH that was designed to teach adolescents with learning and behavior problems to improve the completeness, accuracy, and neatness of their creative writing homework assignments. The procedure was based on four strategies: teaching students the fundamentals of behavior change, teaching students to use self-instruction, teaching students to set goals and implement plans to achieve those goals, and teaching students to accurately evaluate their work. Two high school students who were classified as behaviorally disordered were taught to develop plans for completing their creative writing homework assignments, and to evaluate the completeness, accuracy, and neatness of their assignments. A multiple baseline design across students was used to determine if improvements in the completeness, accuracy, and neatness of homework assignments were associated with the use of the procedure. Data show that the completeness, accuracy, and neatness of creative writing assignments increased for both students following training in the use of the WATCH procedure.
Get full access to this article
View all access options for this article.
References
1.
BanduraA., & PerloffB. (1967). Relative efficacy of self-monitored and externally imposed reinforcement systems.Journal of Personality and Social Psychology, 7, 111–116.
2.
BeareP. L. (1985). Regular classroom teacher's attitudes towards mainstreaming the emotionally disturbed: Can they be changed? (ERIC Document Reproduction Service No. ED 253 981)
3.
BolstadO. D., & JohnsonS. M. (1972). Self-regulation in the modification of disruptive classroom behavior.Journal of Applied Behavior Analysis, 5, 443–454.
4.
BrighamT. (1982). Self-management: A radical behavioral perspective. In KarolyP., & KanferF. (Eds.), Self-management and behavior change (pp. 32–59). New York: Pergamon.
5.
BrighamT., HopperC., HillB., deArmasA., & NewsomP. (1985). A self-management program for disruptive adolescents in the school: A clinical replication analysis.Behavior Therapy, 16, 99–115.
6.
CullenJ. L., & BoersmaF. J. (1982). The influence of coping strategies on the manifestation of learned helplessness.Contemporary Educational Psychology, 7, 346–356.
7.
DavisR. W., & HajicekJ. O. (1985). Effects of self-instructional training and strategy training on a mathematics task with severely behaviorally disordered students.Behavioral Disorders, 10, 275–282.
8.
DrabmanR. S., SpitalnikR., & O'LearyK. D. (1973). Teaching self-control to disruptive children.Journal of Abnormal Psychology, 82, 10–16.
9.
DweckC. S. (1975). The role of expectations and attributions in the alleviation of learned helplessness.Journal of Personality and Social Psychology, 31, 674–685.
10.
FilipzakJ. (1979). Assessing teacher skill maintenance after behavior training: Multi-year follow-up.Silver Spring, MD: Institute for Behavioral Research. (ERIC Document Reproduction Service No. ED 179 525)
KanferF. H., & GaelickL. (1986). Self-management methods. In KanferF.H., & GoldsteinA. P. (Eds.), Helping people change (pp. 283–345). New York: Pergamon.
13.
KazdinA. E. (1974). Reactive self-monitoring: The effects of response desirability, goal setting, and feedback.Journal of Consulting and Clinical Psychology, 42, 704–716.
14.
KazdinA. E. (1982). Single-case research designs.New York: Oxford University Press.
15.
KiburzC. S., MillerS. R., & MorrowL. W. (1984). Structured learning using self-monitoring to promote maintenance and generalization of social skills across settings for a behaviorally disordered adolescent.Behavioral Disorders, 10, 47–55.
16.
LeonJ. A., & PepeH. J. (1983). Self-instructional training: Cognitive behavior modification for remediating arithmetic deficits.Exceptional Children, 50(1), 54–60.
17.
LeungE. K., & CarrG. T. (1984). When teachers speak, teacher educators listen: For relevance in teacher education. New Orleans, LA: 13th annual meeting of the Mid-South Educational Research Association. (ERIC Document Reproduction Service No. ED 252 503)
18.
MeichenbaumD. H., & GoodmanJ. (1971). Training impulsive children to talk to themselves: A means of developing self-control.Journal of Abnormal Psychology, 77, 115–126.
19.
ParisS. G., & OkaE. R. (1986). Self-regulated learning among exceptional children.Exceptional Children, 53(2), 103–108.
20.
RhodeG., MorganD., & YoungK. R. (1983). Generalization and maintenance of treatment gains from a resource room to regular classrooms using self-evaluation procedures.Journal of Applied Behavior Analysis, 16, 171–188.
21.
RobertsonS. J., SimonS. J., PachmanJ. S., & DrabmanR. S. (1979). Self-control and generalization procedures in a classroom of disruptive retarded children.Child Behavior Therapy, 4, 347–362.
22.
TollefsonN., TracyD. B., JohnsonE. P., & ChatmanJ. (1985). Teaching learning disabled students goal implementation skills.Psychology in the Schools, 23, 194–205.
23.
TurkewitzH., O'LearyK. D., & IronsmithM. (1975). Generalization and maintenance of appropriate behavior through self-control.Journal of Consulting and Clinical Psychology, 43, 577–583.
24.
WarrenfeltzR. B., KellyW. J., SalzbergC. L., BeegleC. P., LevyS. M., AdamsT. A., & CrouseT. R. (1981). Social skills training of behaviorally disordered adolescents with self-monitoring to promote generalization to a vocational setting.Behavioral Disorders, 7, 18–27.
25.
YoungK. R., SmithD. J., WestR. P., & MorganD. P. (1987). A peer mediated program for teaching self-management strategies to adolescents. In BraatenS., RutherfordR. B.Jr., & MaagJ. (Eds.), Programming for adolescents with behavioral disorders (Vol. 3, pp. 34–47). Reston, VA: Council for Children with Behavioral Disorders.
