Abstract
.The present study employed an alternating-treatments design to compare the differential effect of group contingencies on the improvement of homework completion and accuracy of students with disabilities in a self-contained fifth-grade classroom. Generally, past investigations have indicated a positive association between homework performance and academic achievement. Relative to their nondisabled peers, students with learning disabilities are more at risk for homework problems. Thus, homework assignments are particularly important for students with disabilities to reinforce learning and improve academic achievement. The results suggested that all group contingencies were effective in enhancing overall completion and accuracy, with no substantial differences evidenced by one contingency in particular.
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