Increasing Homework Completion and Submission: Children With Special Needs in a Special Support Classroom

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  • MIYATA Kengo
    Kitaharima Special School for Children with Special Needs
  • MURANAKA Tomohiko
    Clinical Psychology, Health Care and Special Support Education, Joetsu University of Education

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  • 特別支援学級に在籍する特別な支援を必要とする児童の宿題遂行と提出の促進
  • トクベツ シエン ガッキュウ ニ ザイセキ スル トクベツ ナ シエン オ ヒツヨウ ト スル ジドウ ノ シュクダイ スイコウ ト テイシュツ ノ ソクシン

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The present study examined an approach to the promotion of homework performance and submission of homework by children with special needs. The participants were 5 students (ages 6 to 12; 3 girls, 2 boys) who were registered at a public elementary school as having intellectual disabilities. The training intervention was conducted in the special support and integrated classroom in their school. The target behaviors were homework performance and submitting homework to the teacher. The design was Assessment/Baseline, Intervention 1, and Intervention 2. The assessment indicated that a homework card that the participants had been using was not functioning to affect their behavior. In addition, the homework assigned to students in the integrated classroom was difficult for the participants, and their homework performance was inconsistent. In Intervention 1, task difficulty and quantity were reduced; the participants performed a self-evaluation of their homework performance and were praised by their teachers, their family members, and their friends. In Intervention 2, the education assistant's physical position was changed in order to enhance the spontaneity of the participants turning in their homework to their teacher. In Intervention 1, all participants did more homework. In Intervention 2, a spontaneous level of submitting their homework was confirmed. These results suggest that the participants' autonomous homework performance was promoted by the intervention, which consisted of antecedent control and manipulation of the consequences for the participants' behavior.

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