Document Type
Project
Publication Date
2025
Abstract
The purpose of the project is to examine how structured communication check-ins may improve the self-direction and task completion of third, fourth, and fifth grade elementary students with IEPs. The intervention will consist of short, intentional check-ins at the beginning and end of each instructional session. During the opening check-in, one of the intervention students (3B, 4B, and 5B) will set a personal academic or behavioral goal for that session. At the end of the session, they will reflect on their progress, evaluate their effort, and discuss the strategies that either aided or impeded their success. Each check-in will last approximately two to three minutes and will emphasize goal clarity, encouragement, and reflective dialogue. Control group students (3A, 4A, and 5A) will not participate in the check-in or reflection conversation but will receive the usual instructional support typical of a resource room session. Their inclusion is essential for determining whether changes in independence or task completion are attributable to the intervention rather than the typical classroom interventions and/or environment.
Recommended Citation
Osburn, Tim, "The Impact of Structured Communication Check-Ins on Student Self-Direction and Work Completion in an Elementary School Resource Room" (2025). Selected Master of Education Action Research Projects. 7.
https://digitalcommons.georgefox.edu/actionresearch/7