Learning Strategies Curriculum: Assignment Completion Strategy
Study: Hughes et al. (2002)

Summary

The Assignment Completion Strategy program has bee designed to enable students to complete and turn in high-quality assignments on time. Through the program, students learn a strategy that involves the use of several organization, time-management, and self-control skills related to completing assignments. It is a complex strategy system comprised of several cognitive strategies and overt behaviors in which students engage over a significant period of time. Mastery of the strategy can result in increased rates of assignment completion as well as improved levels of quality in students' work.

Target Grades:
5, 6, 7, 8, 9, 10, 11, 12
Target Populations:
  • Any student at risk for academic failure
Area(s) of Focus:
  • Other: Assignment Completion
  • Other: Assignment Completion
  • Other: Assignment Completion
Where to Obtain:
Edge Enterprises, Inc.
Edge Enterprises, Inc., PO Box 1304, Lawrence, KS 66044
785-749-1473
www.edgeenterprisesinc.com
Initial Cost:
$13.00 per teacher
Replacement Cost:
Contact vendor for pricing details.

Also available is a digital version of the Quality Quest Planner, a booklet that students can use to record their assignments for $7.50. This can be printed by the teacher or school for as many students as needed. However, the Quality Quest Planner is not required for implementation. Other planners may be used along with the strategy program.

Staff Qualified to Administer Include:
  • Special Education Teacher
  • Reading Specialist
  • Math Specialist
  • EL Specialist
  • Interventionist
  • Student Support Services Personnel (e.g., counselor, social worker, school psychologist, etc.)
  • Applied Behavior Analysis (ABA) Therapist or Board Certified Behavior Analyst (BCBA)
Training Requirements:
3 hours of training

A workshop consisting of lecture, demonstration, discussion, practice activities, and planning for implementation.


The training materials are available through the University of Kansas Center for Research on Learning. The materials were developed for use by the International Network of Certified Professional Developers. These individuals have been using the materials to present workshops across the nation since the program was published.

Access to Technical Support:
Support is available through the KU-Center for Research on Learning (KU-CRL) and through the International Network of Certified Professional Developers associated with the KU-CRL.
Recommended Administration Formats Include:
  • Individual students
  • Small group of students
Minimum Number of Minutes Per Session:
30
Minimum Number of Sessions Per Week:
3
Minimum Number of Weeks:
3
Detailed Implementation Manual or Instructions Available:
Yes
Is Technology Required?
No technology is required.

Program Information

Descriptive Information

Please provide a description of program, including intended use:

The Assignment Completion Strategy program has bee designed to enable students to complete and turn in high-quality assignments on time. Through the program, students learn a strategy that involves the use of several organization, time-management, and self-control skills related to completing assignments. It is a complex strategy system comprised of several cognitive strategies and overt behaviors in which students engage over a significant period of time. Mastery of the strategy can result in increased rates of assignment completion as well as improved levels of quality in students' work.

The program is intended for use in the following age(s) and/or grade(s).

not selected Age 0-3
not selected Age 3-5
not selected Kindergarten
not selected First grade
not selected Second grade
not selected Third grade
not selected Fourth grade
selected Fifth grade
selected Sixth grade
selected Seventh grade
selected Eighth grade
selected Ninth grade
selected Tenth grade
selected Eleventh grade
selected Twelth grade


The program is intended for use with the following groups.

not selected Students with disabilities only
not selected Students with learning disabilities
not selected Students with intellectual disabilities
not selected Students with emotional or behavioral disabilities
not selected English language learners
selected Any student at risk for academic failure
not selected Any student at risk for emotional and/or behavioral difficulties
not selected Other
If other, please describe:

ACADEMIC INTERVENTION: Please indicate the academic area of focus.

Early Literacy

not selected Print knowledge/awareness
not selected Alphabet knowledge
not selected Phonological awareness
not selected Phonological awarenessEarly writing
not selected Early decoding abilities
not selected Other

If other, please describe:

Language

not selected Expressive and receptive vocabulary
not selected Grammar
not selected Syntax
not selected Listening comprehension
not selected Other
If other, please describe:

Reading

not selected Phonological awareness
not selected Phonics/word study
not selected Comprehension
not selected Fluency
not selected Vocabulary
not selected Spelling
selected Other
If other, please describe:
Assignment Completion

Mathematics

not selected Computation
not selected Concepts and/or word problems
not selected Whole number arithmetic
not selected Comprehensive: Includes computation/procedures, problem solving, and mathematical concepts
not selected Algebra
not selected Fractions, decimals (rational number)
not selected Geometry and measurement
selected Other
If other, please describe:
Assignment Completion

Writing

not selected Handwriting
not selected Spelling
not selected Sentence construction
not selected Planning and revising
selected Other
If other, please describe:
Assignment Completion

BEHAVIORAL INTERVENTION: Please indicate the behavior area of focus.

Externalizing Behavior

not selected Physical Aggression
not selected Verbal Threats
not selected Property Destruction
not selected Noncompliance
not selected High Levels of Disengagement
not selected Disruptive Behavior
not selected Social Behavior (e.g., Peer interactions, Adult interactions)
not selected Other
If other, please describe:

Internalizing Behavior

not selected Depression
not selected Anxiety
not selected Social Difficulties (e.g., withdrawal)
not selected School Phobia
not selected Other
If other, please describe:

Acquisition and cost information

Where to obtain:

Address
Edge Enterprises, Inc., PO Box 1304, Lawrence, KS 66044
Phone Number
785-749-1473
Website
www.edgeenterprisesinc.com

Initial cost for implementing program:

Cost
$13.00
Unit of cost
teacher

Replacement cost per unit for subsequent use:

Cost
Unit of cost
Duration of license

Additional cost information:

Describe basic pricing plan and structure of the program. Also, provide information on what is included in the published program, as well as what is not included but required for implementation (e.g., computer and/or internet access)

Also available is a digital version of the Quality Quest Planner, a booklet that students can use to record their assignments for $7.50. This can be printed by the teacher or school for as many students as needed. However, the Quality Quest Planner is not required for implementation. Other planners may be used along with the strategy program.

Program Specifications

Setting for which the program is designed.

selected Individual students
selected Small group of students
not selected BI ONLY: A classroom of students

If group-delivered, how many students compose a small group?

   3 -5

Program administration time

Minimum number of minutes per session
30
Minimum number of sessions per week
3
Minimum number of weeks
3
selected N/A (implemented until effective)

If intervention program is intended to occur over less frequently than 60 minutes a week for approximately 8 weeks, justify the level of intensity:
Based on our data, students can reach mastery on using the strategy within a few weeks (2 to 3). Then the emphasis shifts to ensuring that they use the strategy in their classes and at home to complete their assignments. Thus, intensive instruction may only last a few weeks, but then periodic maintenance checks are necessary. These checks may consist of brief feedback sessions between an individual student and the teacher.

Does the program include highly specified teacher manuals or step by step instructions for implementation?
Yes

BEHAVIORAL INTERVENTION: Is the program affiliated with a broad school- or class-wide management program?

If yes, please identify and describe the broader school- or class-wide management program:

Does the program require technology?
No

If yes, what technology is required to implement your program?
not selected Computer or tablet
not selected Internet connection
not selected Other technology (please specify)

If your program requires additional technology not listed above, please describe the required technology and the extent to which it is combined with teacher small-group instruction/intervention:

Training

How many people are needed to implement the program ?
1

Is training for the instructor or interventionist required?
Yes
If yes, is the necessary training free or at-cost?
At-cost

Describe the time required for instructor or interventionist training:
3 hours of training

Describe the format and content of the instructor or interventionist training:
A workshop consisting of lecture, demonstration, discussion, practice activities, and planning for implementation.

What types or professionals are qualified to administer your program?

selected Special Education Teacher
not selected General Education Teacher
selected Reading Specialist
selected Math Specialist
selected EL Specialist
selected Interventionist
selected Student Support Services Personnel (e.g., counselor, social worker, school psychologist, etc.)
selected Applied Behavior Analysis (ABA) Therapist or Board Certified Behavior Analyst (BCBA)
not selected Paraprofessional
not selected Other

If other, please describe:

Does the program assume that the instructor or interventionist has expertise in a given area?
No   

If yes, please describe: 


Are training manuals and materials available?
Yes

Describe how the training manuals or materials were field-tested with the target population of instructors or interventionist and students:
The training materials are available through the University of Kansas Center for Research on Learning. The materials were developed for use by the International Network of Certified Professional Developers. These individuals have been using the materials to present workshops across the nation since the program was published.

Do you provide fidelity of implementation guidance such as a checklist for implementation in your manual?
No

Can practitioners obtain ongoing professional and technical support?
Yes

If yes, please specify where/how practitioners can obtain support:

Support is available through the KU-Center for Research on Learning (KU-CRL) and through the International Network of Certified Professional Developers associated with the KU-CRL.

Summary of Evidence Base

Please identify, to the best of your knowledge, all the research studies that have been conducted to date supporting the efficacy of your program, including studies currently or previously submitted to NCII for review. Please provide citations only (in APA format); do not include any descriptive information on these studies. NCII staff will also conduct a search to confirm that the list you provide is accurate.

Hughes, C. A., Ruhl, K. L., Schumaker, J. B., & Deshler, D. D. (2002). Effects of an assignment completion strategy on the homework performance of students with learning disabilities in general education classes. Learning Disabilities Research and Practice, 17 (1), 1-18.

Study Information

Study Citations

Hughes, C. A., Ruhl, K. L., Shumaker, J. B. & Deshler, D. D. (2002). Effects of an assignment completion strategy on the homework performance of students with learning disabilities in general education classes. Learning Disabilities Research & Practice, 17(1) 1-18.

Participants Full Bobble

Describe how students were selected to participate in the study:
Students were 9 middle-school students who were classified as having a learning disability according to state of Pennsylvania guidelines. They were enrolled in at least 3 mainstream academic classes per day. They were nominated to participate by their resource class teachers who were asked to select students with extreme difficulty completing and turning in homework assignments. On average, they turned in 44% of their assignments.

Describe how students were identified as being at risk for academic failure (AI) or as having emotional/behavioral difficulties (BI):
They were classified as having a learning disability according to state of Pennsylvania guidelines.

ACADEMIC INTERVENTION: What percentage of participants were at risk, as measured by one or more of the following criteria:
  • below the 30th percentile on local or national norm, or
  • identified disability related to the focus of the intervention?
100.0%

BEHAVIORAL INTERVENTION: What percentage of participants were at risk, as measured by one or more of the following criteria:
  • emotional disability label,
  • placed in an alternative school/classroom,
  • non-responsive to Tiers 1 and 2, or
  • designation of severe problem behaviors on a validated scale or through observation?
%

Provide a description of the demographic and other relevant characteristics of the case used in your study (e.g., student(s), classroom(s)).

Case (Name or number) Age/Grade Gender Race / Ethnicity Socioeconomic Status Disability Status ELL status Other Relevant Descriptive Characteristics
test test test test test test test test

Design Full Bobble

Please describe the study design:
A multiple-probe across-students design was used and replicated twice. Three students participated in each iteration of the design. There were three conditions: baseline, instruction, and maintenance. All students started baseline at the same time. Three students began instruction when their baselines were stable; other students continued in baseline. When the students being instructed showed improvement, three more students began instruction. When they showed improvement, the final three students received instruction.

Clarify and provide a detailed description of the treatment in the submitted program/intervention:
The intervention was instruction in the Assignment Completion Strategy as specified in the instructor's manual by Hughes, Schumaker, & Deshler (2005). Students learned a strategy consisting of overt and cognitive behaviors involved in assignment completion, such as recording assignments quickly and accurately, analyzing assignments, devising a plan for assignment completion, working on the assignment and turning it in. The instructor provided description of the strategy, modeled the strategy, ensured the students could name the strategy steps, conducted simulated practice activities with the students, and provided the students with feedback about their performance,

Clarify what procedures occurred during the control/baseline condition (third, competing conditions are not considered; if you have a third, competing condition [e.g., multi-element single subject design with a third comparison condition], in addition to your control condition, identify what the competing condition is [data from this competing condition will not be used]):
During baseline, students were given assignments in the resource room, and data on the way that they recorded those assignments and completed those assignments were collected. Four assignments were presented for each baseline probe. Meanwhile, the number of assignments given by general education teachers that were completed by the students and the quality of those products was also gathered from those teachers. Data were also gathered from their assignment notebooks on how they recorded their assignments.

Please describe how replication of treatment effect was demonstrated (e.g., reversal or withdrawal of intervention, across participants, across settings)
The treatment effect was demonstrated by starting the intervention at different times across participants and measuring students' performance of the strategy on assignments given in the resource room and in the general education classroom. In all 9 students' cases, their performance improved in the first set of assignments in the resource room after instruction began.

Please indicate whether (and how) the design contains at least three demonstrations of experimental control (e.g., ABAB design, multiple baseline across three or more participants).
In each iteration of the design, three participants participated. Since there were three iterations of the design, each containing three students, there were nine demonstrations of experimental control in this study.

If the study is a multiple baseline, is it concurrent or non-concurrent?
Concurrent

Fidelity of Implementation Empty Bobble

How was the program delivered?
not selected Individually
selected Small Group
not selected Classroom

If small group, answer the following:

Average group size
3
Minimum group size
3
Maximum group size
3

What was the duration of the intervention (If duration differed across participants, settings, or behaviors, describe for each.)?

Condition A
Weeks
3.00
Sessions per week
4.00
Duration of sessions in minutes
30.00
Condition B
Weeks
Sessions per week
Duration of sessions in minutes
Condition C
Weeks
Sessions per week
Duration of sessions in minutes
What were the background, experience, training, and ongoing support of the instructors or interventionists?
The instructor was the first author. He was a certified special education teacher, held a Ph.D. in special education, and was a certified professional developer with the International Network of Professional Developers associated with the University of Kansas Center for Research on Learning.

Describe when and how fidelity of treatment information was obtained.
The instructor had a written protocol which specified what to say and what to do throughout the instruction.( See the article for an example of the script.) He certifies that he followed that protocol verbatim.

What were the results on the fidelity-of-treatment implementation measure?
He stated 100% of the statements that were listed on the written protocol in the script.

Was the fidelity measure also used in baseline or comparison conditions?
No, there was nothing said to the students during the baseline condition. They were simply given assignments.

Measures and Results

Measures Targeted : Full Bobble
Measures Broader : Full Bobble

Study measures are classified as targeted, broader, or administrative data according to the following definitions:

  • Targeted measures
    Assess outcomes, such as competencies or skills, that the program was directly targeted to improve.
    • In the academic domain, targeted measures typically are not the very items taught but rather novel items structured similarly to the content addressed in the program. For example, if a program taught word-attack skills, a targeted measure would be decoding of pseudo words. If a program taught comprehension of cause-effect passages, a targeted measure would be answering questions about cause-effect passages structured similarly to those used during intervention, but not including the very passages used for intervention.
    • In the behavioral domain, targeted measures evaluate aspects of external or internal behavior the program was directly targeted to improve and are operationally defined.
  • Broader measures
    Assess outcomes that are related to the competencies or skills targeted by the program but not directly taught in the program.
    • In the academic domain, if a program taught word-level reading skill, a broader measure would be answering questions about passages the student reads. If a program taught calculation skill, a broader measure would be solving word problems that require the same kinds of calculation skill taught in the program.
    • In the behavioral domain, if a program taught a specific skill like on-task behavior in one classroom, a broader measure would be on-task behavior in another setting.
  • Administrative data measures apply only to behavioral intervention tools and are measures such as office discipline referrals (ODRs) and graduation rates, which do not have psychometric properties as do other, more traditional targeted or broader measures.
Targeted Measure Reverse Coded? Evidence Relevance
Targeted Measure 1 Yes A1 A2
Broader Measure Reverse Coded? Evidence Relevance
Broader Measure 1 Yes A1 A2
Administrative Data Measure Reverse Coded? Relevance
Admin Measure 1 Yes A2
If you have excluded a variable or data that are reported in the study being submitted, explain the rationale for exclusion:

Results Full Bobble

Describe the method of analyses you used to determine whether the intervention condition improved relative to baseline phase (e.g., visual inspection, computation of change score, mean difference):
Visual inspection

Please present results in terms of within and between phase patterns. Data on the following data characteristics must be included: level, trend, variability, immediacy of the effect, overlap, and consistency of data patterns across similar conditions. Submitting only means and standard deviations for phases is not sufficient. Data must be included for each outcome measure (targeted, broader, and administrative if applicable) that was described above.
For the percentage of strategy steps used on resource room assignments: All students showed improvement from baseline to the instructional condition. Eight students showed improvement during the instructional condition. There was no overlap of data points. For the percentage of strategy steps used on general education assignments: Five of the students showed improvement from baseline to the first data point after instruction began. Thereafter, all of the students showed improvement by the second data point during instruction. Eight of the nine students had no overlap with baseline during the maintenance condition. For the percentage of assignments on time: There was a mean increase across conditions. For the percentage of total assignments turned in: There was mean increase across conditions. For the percentage of assignments meeting requirements: There was a mean increase across conditions. For the teacher ratings: There was an mean increase in ratings from the beginning of the study to the end with regard to the students' organization, timeliness, quality of work, and accuracy.

Additional Research

Is the program reviewed by WWC or E-ESSA?
No
Summary of WWC / E-ESSA Findings :

What Works Clearinghouse Review

This program was not reviewed by What Works Clearinghouse.

Evidence for ESSA

No studies met inclusion requirements.
How many additional research studies are potentially eligible for NCII review?
0
Citations for Additional Research Studies :

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