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This study investigated the effectiveness of a self-control strategy, self-instruction training, for increasing homework completion in an elementary special education classroom. Using a multiple baseline design, three children with the lowest homework completion rates in the class were taught to self-instruct, first overtly and then covertly following the Meichenbaum and Goodman (1971) model. The results showed that self-instruction procedures used by the children improved their homework completion rates. Some areas for future research are identified.
Fish et al. (Sun,) studied this question.