City University of New York (CUNY) CUNY Academic Works Dissertations, Theses, and Capstone Projects CUNY Graduate Center 6-2014 Use of an Interdependent Group Contingency to Improve Homework Completion, Homework Accuracy, and Achievement of High School Students with Disabilities Maria Carrino Kennedy Graduate Center, City University of New York How does access to this work benefit you? Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/235 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY) Contact: AcademicWorks@cuny.edu USE OF AN INTERDEPENDENT GROUP CONTINGENCY TO IMPROVE HOMEWORK COMPLETION, HOMEWORK ACCURACY, AND ACHIEVEMENT OF HIGH SCHOOL STUDENTS WITH DISABILITIES By MARIA C KENNEDY Dissertation submitted to the Graduate Faculty in Educational Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2014 ii © 2014 MARIA C KENNEDY All Rights Reserved iii This manuscript has been read and accepted for the Graduate Faculty in Educational Psychology in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy Marian Fish, Ph.D Date Chair of Examining Committee Alpana Bhattacharya, Ph.D Date Executive Officer David Rindskopf, Ph.D Yung-Chi Chen, Ph.D Lea Theodore, Ph.D Dahlia Kaufman, Ph.D Supervisory Committee THE CITY UNIVERSITY OF NEW YORK iv Abstract USE OF AN INTERDEPENDENT GROUP CONTINGENCY TO IMPROVE HOMEWORK COMPLETION, HOMEWORK ACCURACY, AND ACHIEVEMENT OF HIGH SCHOOL STUDENTS WITH DISABILITIES By Maria C Kennedy Advisor: Professor Marian C Fish Homework is a frequently utilized teaching strategy in elementary and secondary classrooms The completion of homework has been shown to have a strong positive effect on students‟ academic achievement across content and ability levels Moreover, research suggests a stronger positive relationship between homework and achievement at the upper grade levels Numerous interventions, both at home and at school, have been employed to increase students‟ level of homework completion and/or accuracy The present investigation employed a single-subject reversal design to examine the effectiveness of an interdependent group contingency, with randomized components, on the homework completion, homework accuracy, and the academic achievement of a special education class of high school students Results demonstrated that the intervention improved homework completion performance of these students, but with inconsistent gains in accuracy However, academic improvements were made for the majority of students when the intervention was employed and there was a significant effect of the treatment from the baseline to the intervention phases The teacher found the intervention to be acceptable for use in the classroom and valuable in changing homework behavior Lastly, data from a student satisfaction survey found that students liked the intervention itself and felt it helped them to complete their homework v Table of Contents Table of Contents …… …………………………………………………… ………… ……… v List of Tables ………………………………………… ……………… ……………… …… x List of Figures ………………………………………………………… ……… ………… xi Chapter I: Introduction ……… ………………………………………………… ………… Chapter II: Literature Review ………………….………………………………………… … Homework …………………………………………………………………………… … Purpose of Homework ……… ……………………………… …………… 11 Academic Engagement … …………………………… ………… 11 Age Differences … ……………………………… ……… ……… 12 Parent Perspectives … ………………………………… ………… 13 Student Perspectives … …………………………… … ………… 14 Academic Achievement …… ………………………………………………… 15 Homework and Students with Disabilities ………………………….………… 21 Interventions to Increase Homework Completion and Accuracy … .…… … 23 Parent Involvement and Training ……………………………………….……… 25 Self-Management Interventions ………………………… …………………… 30 Cooperative Learning ……………………………………………………… … 31 Behavioral Based Strategies …………………………………………….… … 33 Group Contingencies ……………………………………………………….……… … 35 Independent Group Contingencies ……… …………………………………… 35 Dependent Group Contingencies ……………………………… …………… 36 Interdependent Group Contingencies ……………………………… ………… 37 Effectiveness of Group Contingencies …… ………………………………… ……… 38 vi Randomization of Group Contingency Components …………………….………… … 43 Randomization of the Interdependent Group Contingency ………………………….… 47 Group Contingencies and Homework …………………………………………… … 48 Pilot Study ………….………………………………………………………… 52 Rationale …………………………………………………………………………… … 53 Research Hypotheses ………………………………………………………… …… 55 Chapter III: Method ………………………………………………………………………….… 57 Recruitment, Setting, and Participants ………………………………………….……… 57 Recruitment …………………………………………………………… ……… 58 Setting ………………………………………………………………… ……… 58 Participants …………………………………… ……………………………… 59 Dependent Variables … …………………………………………………… ………… 67 Independent Variable ………………………… ………………………… ………… 70 Design ……………………………………………………………………… ………… 71 Measures ………… …………………………………………………………………… 73 Reinforcer Preference Assessment ……….……… ……………… ………… 73 Intervention Script ……….……… …… ……… ………………………… 74 Treatment Integrity Protocol ……………………… ………………… ……… 74 Consumer Satisfaction Scale ……………………………… ………… …… 76 Teacher Acceptability …… ………………………………………….………… 77 Procedure …… ……………………………………………………………… ……… 78 Teacher Training …………………………………… ………………………… 78 Baseline ……………………………………………….……….………… …… 80 vii Intervention …………………………………….……….……… …………… 81 Return to Baseline (Withdrawal) … .…… …………………….…….……… 82 Reimplementation of the Intervention ………………………… ……… …… 82 Follow-up …………………………………………………………… .…… 82 Data Analysis ………………………………… ……….………………………… ……….… 83 Visual Analysis ………………………………… ……….………………………… 83 Statistical Analyses ……………………………….…….……………………………… 83 Interobserver Agreement ………………………… ……….………………………… 84 Chapter IV: Results ………………………………………………………………………… … 86 Homework Completion ………………………………………………………………… 86 Homework Completion Effect Sizes…………………………………………… 96 Homework Completion T-Tests……… ……………………………………… 98 Summary ……………………………………………………………….….…… 99 Homework Accuracy ………………………………………………………… ……100 Homework Accuracy Effect Sizes…………………………………… ……… 110 Homework Accuracy T-Tests…………………………………………….…… 112 Summary ………………………………………………………… ….….…… 113 Academic Performance ……………………………………………………… ……… 113 Academic Performance Effect Sizes…………………………………… …… 122 Academic Performance T-Tests………………………………………… …… 123 Summary …………………………………………………… ……….….…… 124 Summary of Research Hypotheses ……………… ………………… ……… …… 124 Interobserver Agreement ……………………………………………………… ….… 125 Treatment Integrity ……………………… …………………………………….…… 126 viii Consumer Satisfaction …………………………………………………………… … 126 Teacher Acceptability ………………………………………………………………… 127 Chapter V: Discussion ………………………………………………………………… .… 129 Homework Completion ……………………………………………………….……… 130 Individual Students …………………………………………………….… … 131 Homework Accuracy ………………………………………………………………… 135 Individual Students …………………………………………………….… … 136 Academic Performance ……………………………………………………… ……… 141 Individual Students …………………………………………………….… … 142 Differential Effectiveness of the Intervention …………………………………………146 Randomized Contingency Components ………………………………………… … 149 Random Rewards ……… …………………………………………… ….… 150 Random Goals ……… …………………………………………… … … 150 Educational Implications ……… …………………………………………… ….… 151 Limitations ………………………………………………………………………….… 153 Future Research …………………………………………………………………….… 156 Conclusion …………………………………………………………………………… 157 Appendices Appendix A Parent/Guardian Consent Form ………………………………………… 158 Appendix B Student Assent Form ……………………………………………… … 159 Appendix C Homework Data Collection Sheet ……………………………………… 160 Appendix D Homework Preference Assessment …………………… ……………… 161 Appendix E Intervention Script …………….……………………… ……………… 162 ix Appendix F Treatment Integrity Checklist …………………………… …………… 163 Appendix G Consumer Satisfaction Scale …………………….…………………… 164 Appendix H Intervention Rating Profile –15 (IRP-15)…………….……….………… 165 Appendix I Achievement Data Sheet …………………………………….… ……… 166 Appendix J Criteria for Reinforcement ……………………………………….……… 167 Appendix K Reinforcer List…………………………………………………… …… 168 References ………………………………………………………………… ………………… 169 170 Beck, R (2013) Effects of group parent training with online parent-teacher communication on the 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