Successful Behavioral Interventions for Low-Performing Native Spanish Speakers

• In Event: AERA Poster Session 2
  In Poster Session: Division K Section 5 Poster Session 1

Abstract

Current educational climate sets the stage for behavioral interventions that support adolescent Native Spanish Speakers (NSS) secondary school learning. In a time when students struggle to sustain focus to complete in-class assignments, nine Spanish language teachers successfully implemented self-regulatory interventions directed at in-class assignment completion. Student participants totaled 90 students, with nine teacher participants across two school districts and socio-economic levels. Research shows that the acquisition of the self-regulatory skills of goal setting and self-monitoring are linked to academic success (Zimmerman & Schunk, 2001). This study presents two self-regulatory (self-monitoring and goal setting) behavioral classroom interventions that successfully focused off-task students. This led to an increase of the completion of in-class assignments, ultimately resulting in a rise in grades.

Author

• Cynthia Kyle May Geary, California State Polytechnic University - Pomona