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| Battling Procrastination: Self-Managing Studying and Writing for Competency Exams and Dissertation Defenses |
| Monday, May 29, 2006 |
| 3:00 PM–4:20 PM |
| University |
| Area: EDC; Domain: Applied Research |
| Chair: Summer Ferreri (Michigan State University) |
| Discussant: William L. Heward (The Ohio State University) |
| Abstract: Five recent graduates from The Ohio State University’s Special Education and Applied Behavior Analysis doctoral program are self-described as last minute "chunkwriters". With the looming prospect of two consecutive summers of studying and writing for competency exams and dissertations, the graduates developed self-management plans to increase the likelihood of timely, consistent, and quality scholarly behavior. The presenters will share graphs of studying and/or writing behaviors, details of the individualized self-management plans, and a “top ten list” for successful competency exam and dissertation preparation. The symposium participants will encourage self-management as a strategy for others facing similar high stakes scholarly activities. |
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| Losing the Criteria Battle but Winning the Graphing War. |
| SUMMER FERRERI (Michigan State University), Terri Hessler (The Ohio State University, Newark) |
| Abstract: Two doctoral students developed and implemented self-management plans to increase time-management skills and quality writing behaviors related to competency exam preparation. The students continued the self-management programs during the preparation of the dissertation manuscript and defense. The primary components of the plans were self-regulated reinforcement contingencies and graphing of studying and writing behaviors. Although both students neglected to regularly reach self-imposed criteria, they developed knowledge about effective self-management components, and ultimately were successful in earning their doctorates. |
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| Balancing Scholarly Commitments and Still Taking That Much Needed Vacation! |
| NATALIE ALLEN-WILLIAMS (Weber State University), Michele M. Nobel (Antioch University, McGregor) |
| Abstract: Two doctoral students shared reinforcers and kept each other honest while delivering self-regulated consequences. Shared reinforcers consisted of social interactions including earned workout time, meeting for lunch, and taking a vacation to Utah. Presenters will share their contingency plans, graphs of their scholarly behaviors, and discuss advantages of sharing reinforcers and providing support for self-regulated consequences. This particular self-management program helped shape behaviors that lead to successful competency exams, dissertations defenses, and ultimately graduation. |
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| What I Did Last Summer: Self-Management Plans for Writing Candidacy and Dissertation Manuscripts. |
| MARY D. SALMON (The Ohio State University) |
| Abstract: One doctoral student set a time-based contingency to work on two comprehensive take-home papers in partial fulfillment of the requirements for a candidacy exam. Similar contingencies were employed for dissertation preparation. The dependent measures included the number of hours worked per day and a cumulative graph of the number of words written. Additionally, the student set a deadline for completion of each paper. The self-management plans were very successful as the student met predetermined deadlines. Information regarding specific reinforcers and contingencies employed as well as graphs will be shared. |
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