This study was the first to investigate patterns of homework problems, as assessed by parent reports on the Homework Problem Checklist (HPC), among children in general education and those referred to an evaluation and treatment program for attention-deficitihyperactivity disorder (ADHD). In Study I, parents of general education students in grades 3 through 6 (n = 675) completed the HPC. An exploratory factor analysis revealed two salient factors: Inattention/Avoidance of Homework (Factor I), and Poor Productivity/ Nonadherence with Homework Rules (Factor II). Study 2, an exploratory factor analysis of a clinic-referred sample (grades I through 8; n = 356), uncovered a factor structure that was highly similar to that of the general sample. For purposes of validation, the HPC factors were correlated with subscales from the Behavior Assessment System for Children-Parent and Teacher Ratings Scales. These correlations demonstrated that Factor I was primarily related to aspects of homework functioning that are readily observable by parents (e.g., inattention, avoidance of work, and anxiety during homework); Factor II was primarily related to aspects of homework functioning that are observable by both parents and teachers (failure to accurately record homework assignments, and failure to complete and submit homework). The two-factor model is a useful way to conceptualize homework problems and has important implications for future practice and research aimed at improving assessment and intervention for children with significant homework difficulties. Achieving academic competence is critical for the healthy development of children. Competent academic performance is important both as an end in itself, and The authors thank Jessica Palumbo for her assistance with data analysis.

This study explored predictors of treatment response and attrition in Parent-Child Interaction Therapy (PCIT). Participants were 99 families of 3- to 6-year-old children with disruptive behavior disorders. Multiple logistic regression was used to identify those pretreatment child, family, and accessibility factors that were predictive of success or attrition. For all study participants, waitlist group assignment and maternal age were the significant predictors of outcome. For treatment participants (study participants excluding those who dropped out after the initial evaluation but before treatment began), only maternal ratings of parenting stress and maternal inappropriate behavior during parent-child interactions were significant predictors of treatment outcome. These results suggest that for treatment studies of disruptive preschoolers, the benefits of using a waitlist control group may be outweighed by the disproportionate number of dropouts from this group. Once families begin PCIT, however, parent-related variables become salient in predicting treatment outcome.

The revised ITR Scale 2.0 (ITR-2) is a valid and reliable scale for classifying the intensity of pediatric oncology treatments.

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