The effects of self-monitoring checklists and extrinsic rewards on missing assignments for students with learning disabilities
Students with learning disabilities struggle with homework completion and the organizational skill set needed at the middle school level to obtain academic success. The purpose of this study was to investigate the use of a self-monitoring form, weekly goal setting conference with the teacher and extrinsic rewards to examine the possible decrease in missing work and increase in intrinsic motivation with fifteen eighth grade students with learning disabilities. During stage one, students were required to complete an Assignment Monitor on Monday of each week and conference with the teacher to set an obtainable goal in order to decrease missing work and stay current with daily school work. A Resource Monitor survey was given at the conclusion of every six-week grading period to assess student satisfaction and possible increase in intrinsic motivation with the implementation of weekly monitoring and goal setting. Stage two provided the students with an extrinsic reward implementation to assess if there would be a positive relationship between the decrease in missing work and extrinsic rewards in students who chronically did not respond to initial implementation of stage one. Results of the implementation of the extrinsic rewards, use of the Assignment Monitor and weekly goal setting and review showed a decrease in missing work from grading period 2 to grading period 4 in 87% (13/15) students. Students reported overwhelmingly that they were motivated by the extrinsic motivator or Free-choice Friday with a majority of students rating the implementation either a 4 or 5 out of a possible 5 score.
Students with disabilities--Education (Middle school)
Rewards and punishments in education
Motivation in education