Date of Award
Summer 8-2021
Degree Type
Masters Thesis
Degree Name
Master of Arts (MA)
School
Psychology
Committee Chair
Dr. D. Joe Olmi
Committee Chair School
Psychology
Committee Member 2
Dr. Brad Dufrene
Committee Member 2 School
Psychology
Committee Member 3
Dr. Crystal Taylor
Committee Member 3 School
Psychology
Abstract
Students have a limited amount of time each day to complete independent assignments. These assignments prioritize the learning opportunities provided to students. Learning opportunities or the chance to practice with feedback is highly effective, and additional repetition enhances the learning experience. By increasing student's time-on-task, they will be provided more learning opportunities. This study sought to discover if segmented work could increase the number of problems completed, digits correct per minute and on-task behavior. An alternating treatment design across four participants allowed for the comparison of segmented worksheets and whole worksheets. Additionally, parents served as the interventionist in this remote research study. Overall, this study results were insufficient replications of an effect to support segmenting worksheets as a stand-alone intervention. However, there was a high rate of treatment integrity by the parents. This supports that parent can implement interventions with high integrity. Secondarily, parents and children report significant rates of social validity.
Recommended Citation
Peak, Lauren, "The Effects of Segmenting Worksheets on Independent Seatwork with Elementary Students Delivered in a Remote Manner Using Parents as Interventionists" (2021). Master's Theses. 853.
https://aquila.usm.edu/masters_theses/853