Incorporating topics of student interest into nonpreferred academic activities is a strategy that has been used successfully to increase engagement and decrease problematic behavior. In the current study, we included topics of student interest in homework assignments. The intervention was applied across a middle school classroom of fifth-grade students. During baseline, homework completion averaged approximately 60%. After incorporating student interests into assignments, homework completion increased to over 95%. The effects were replicated using a reversal design, with similar percentages of homework completion.
Get full access to this article
View all access options for this article.
References
1.
Clarke, S., Dunlap, G., Foster-Johnson, L., Childs, K.E., Wilson, D., White, R., & Vera, A. (1995). Improving the conduct of students with behavioral disorders by incorporating student interests into curricular activities. Behavioral Disorders, 20, 221-237.
2.
Dunlap, G., Kern, L., dePerczel, M., Clarke, S., Wilson, D., Childs, K.E., White, R., & Falk, G. (1993). Functional analysis of classroom variables for students with emotional and behavioral challenges. Behavioral Disorders, 18, 275-291.
3.
Dunlap, G., Kern-Dunlap, L., Clarke, S., & Robbins, F.R. (1991). Functional assessment, curricular revision, and severe behavior problems. Journal of Applied Behavior Analysis , 24, 387-397.
4.
Guess, D., Helmstetter, E., Turnbull, H.R., & Knowlton, S. (1986). Use of aversive procedures with persons who are disabled: An historical review and critical analysis (Monograph No. 2). Seattle, WA: Association for Persons with Severe Handicaps .
5.
Gunter, P.L., Denny, R.K., Jack, S.L., Shores, R.E., & Nelson, C.M. (1993). Aversive stimuli in academic interactions between students with serious emotional disturbance and their teachers. Behavioral Disorders, 18, 265-274.
6.
Kern, L., Childs, K.E., Dunlap, G., Clarke, S., & Falk, G.D. (1994). Using assessment-based curricular intervention to improve the classroom behavior of a student with emotional and behavioral challenges. Journal of Applied Behavior Analysis, 27, 7-19.
Lewis, T.J., Sugai, G., & Colvin, G. (1998). Reducing problem behavior through a school-wide system of effective behavioral support: Investigation of a school-wide social skills training program and contextual interventions.
9.
Luiselli, J.K. (1998). Intervention conceptualization and formulation . In J. K. Luiselli & M. J. Cameron (Eds.). Antecedent control. Baltimore: Brookes.
Mayer, G.R., & Sulzer-Azaroff, B. (1991). Interventions for vandalism . In G. Stoner, M. R. Shinn, & H.M. Walker (Eds.). Interventions for achievement and behavior problems (pp. 559-580). Silver Spring, MD: National Association of School Psychologists .
12.
Sugai, G., & Horner, R.H. (1996). Antisocial behavior, discipline, and behavioral support: A look from the schoolhouse door. Eugene: University of Oregon, Behavioral Research and Teaching.
