The Effect of Self-Instruction Training on Homework Completion in an Elementary Special Education Class

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.