Evaluation of a Second-Tier Classroom-Based Assignment Completion Strategy for Middle School Students in a Resource Context

Abstract

Students who struggle academically often struggle with assignment completion. Poor assignment completion is attributable to both student cognitive and motivational barriers. This study evaluates the effectiveness of an intervention designed to improve assignment completion for middle school students who struggle academically. Seventh graders with diverse educational and behavioral profiles in a resource room context learned to use an organization system to facilitate assignment management while in the resource classroom. The intervention was applied at the classroom level to address implementation barriers encountered while piloting the system with individual students. Using a single-subject design methodology, we demonstrated a functional relation between the intervention and assignment completion skills for two of three participants. Classroom-wide application facilitated implementation and positive effects were maintained 1 month postintervention. Additional implementation and intervention implications are discussed.