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"This is an essential resource for trainees and experienced teachers working in schools who are looking for new and creative ways of engaging and motivating their learners."

"Siswa dengan ADHD komorbiditas lamban belajar memiliki kesulitan dalam menyelesaikan PR atau kinerja mengerjakan PR. Pada umumnya siswa dengan kondisi tersebut tidak menyelesaikan PR, menyelesaikan namun lalai mengumpulkan PR, membuat kesalahan karena tidak mendengarkan dan tidak menyiapkan materi yang dibutuhkan. Kesulitan tersebut membutuhkan penanganan yang perlu dilakukan untuk menghindari kegagalan akademik melalui kegiatan pengerjaan PR sebagai komponen penilaian akademik siswa. Penerapan intervensi manajemen diri merupakan salah satu alternatif untuk meningkatkan kinerja mengerjakan PR. Penelitian ini merupakan penelitian subjek tunggal yang bertujuan menguji penerapan intervensi manajemen diri dalam meningkatkan kinerja mengerjakan PR pada siswa SMP dengan ADHD komorbiditas lamban belajar. Data diperoleh dari insepeksi visual pada grafik pemantauan harian dan pengujian statistik reliability change index RCI pada alat ukur Homework Management Scale HMS , Homework Performance Questionnaire Parent HPQ-P dan Teacher HPQ-T . Hasil menunjukkan bahwa intervensi manajemen diri dapat meningkatkan kinerja mengerjakan PR dilihat dari peningkatan stabil pemantauan harian dan peningkatan signifikan nilai RCI pada alat ukur HMS RCI= 2.87, signifikan pada p<0.01).

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Students with ADHD co morbidity slow leaner have difficulty in completing homework or homework performance. Generally students with this condition do not complete homework, complete but didn rsquo t collect homework, make the mistake of not listening and not preparing material needed. This difficulties need special treatment to prevent academic failure through homework as a component of academic grades. Implementation of self management intervention is one of alternative to improve homework performance. This study is a single subject design that aims examine of self management interventions in enhance homework performance on junior high school student with ADHD co morbidity slow learner. Data were obtained from visual inspection on daily monitoring graphs and statistical testing on Homework Management Scale HMS , Homework Performance Questionnaire Parent HPQ P and Teacher HPQ T measurements. The results show that self management interventions can enhance the homework performance who can be seen from stable enhance of daily monitoring and significant RCI values from HMS RCI 2.87, significant at p <0.01)."

"Tugas akhir ini bcrtujuan untuk mengetahui pengaruh program intervensi Self-Instruction Trabzing (SIT) untuk meningkalkan fickuensi penyelesaian PCk€lj88Il Rumah (PR) dan ketelitian kexja yang ditcrapkan pada anak underachiver (anak laki-laki, 8 tahun). Hasil intervensi menunjukkan subjek mampu mengikuri keenam tahap SIT, memahami verbalisasi yang digunakan, dan menerapkannya dalam menyelesaikan PR selama program intenlensi ini berlangsung. Kendala yang dialami selama pelaksanaan intervensi adalah kemerbatasan wakru yang tidak memungkinkan subjek menerapkan SIT menyelesaikan PR di situasi yang sebenamya. Seat intervensi dilakukan, subjek F sedang libur untuk menghadapi ulangan akhir sehingga F tidak memiliki PR Hal itu menyebabkan tujuan akhir dari intervensi ini belum tercapai scpcnuhnys. Berdasarkan hasil intcrvensi, pelaksana progmm menyarankan agar pelaksanaan program SIT menggunakan lebih dari satu jenis PR sehingga penerapan SIT lebih luas pada mata pelajaran lain dan menyempai situasi yang sebenamya dihadapi olch F. Selain itu, pemantauan tcrhadap penggunaan SIT hendaknya tetap dilakukan ketika subjek memasuki tahun ajaran baru dengan menggunakan monitoring book yang melibatkan orangtua untuk tunrt mcmantau subjek dalam menyelesailcan PR.

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The aim of this study is to know the effect of Self-Instruction Training (SIT) intervention program to increase homework completion frequency and work precision for undcrachiever child (a boy, 8 years old). The results show that subject able to follow six steps of SIT, understand the verbalization that being used, and apply it in completing the homework during intervention sessions. The obstacles during the intervention was time limitation therefore the SIT can not be applied in the real situation when the subject has a homework from the school. When the intervention is running, subject was not have any homework tasks because there was a holiday that caused the ultimate goal of this intervention cannot be achieved. This intervention result suggests using more than one homework that has to be completed. Besides that, it is better to used monitoring book that involve parents to monitor the used of SIT when subject complete the homework."

"Every year, more than 68 million students of every age find themselves worrying endlessly about that first day of school, even before it begins. Their hearts race, their stomachs turn and their palms sweat just thinking about getting on the school bus for the first time, that first surprise quiz, or that notoriously strict teacher. For parents of these children, nothing can be more upsetting than dropping their kids off on the first day of school, wondering how they will cope. Now, they can stop worrying and start helping. As a seasoned psychotherapist, Diane Peters Mayer has successfully treated hundreds of elementary and high school students suffering from this common and serious problem. In "Overcoming School Anxiety", she shows parents how to deal with a wide variety of concerns from the fear of leaving home and refusal to go to school, to bullying and school violence and the fear of speaking up in class."