Action Research Project

This small-scale quantitative research project, which takes into consideration IEP students' needs for redirection cues throughout the school day, reflects on the impact of one focus-to-task strategy. Review of literature examining ADHD and learner autonomy offered a process of breaking assignments into steps to encourage independence and completion. This study focused on a small group of seventh grade IEP students in the inclusive classroom. The research design involved collection of baseline and post-treatment data and direct observation; the number of redirection prompts before and after implementation of the strategy were recorded and compared. Outcome was a considerable decrease in needed reminders for this group of students. Results suggest that boys on IEPs were more focused to task than girls and needed fewer cues when assignments were broken into steps, but all students were able to complete work on time. By dividing assignments into manageable steps, students who struggle with work-completion will experience success.

Category:

Education

Tags:

• ADHD
• Strategies
• IEP
• Students
• Independent
• Work
• Western
• New
• England
• College
• WNEC
• Special
• Education
• Learning
• Disabili