Patterns of parent-reported homework problems among ADHD-referred and non-referred children.

Abstract

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.

Advancing a Biopsychosocial and Contextual Model of Sleep in Adolescence: A Review and Introduction to the Special Issue

“…A significantly higher percentage of youth with ADHD experience homework difficulties in comparison to typically developing youth (74 and 28 %, respectively; Coghill et al 2008). Adolescents with ADHD are more likely than their peers to fail to bring home assignments, not know what was assigned, and procrastinate in completing work (Power et al 2006). Further, when completing homework, adolescents with ADHD often have difficulty staying on-task and rush through and make careless mistakes (Power et al 2001).…”

Difficult to Bed and Difficult to Rise: Complex Interplay Among ADHD, Sleep, and Adolescence

“…Adolescents with ADHD are more likely than their peers to fail to bring home assignments, not know what was assigned, and procrastinate in completing work (Langberg et al, 2010;Power, Werba, Watkins, Angelucci, & Eiraldi, 2006). Further, when completing homework, adolescents with ADHD often have difficulty staying on-task, rush through, and make careless mistakes (Power, Karustis, & Habboushe, 2001).…”

The Effects of Automated Prompting and Self-Monitoring on Homework Completion for a Student with Attention Deficit Hyperactivity Disorder

“…Families that do not establish such communications as part of homework at home time exacerbate the academic concerns raised in the school setting. Although numerous researchers have argued that a home-school connection is needed to maximize student academic success (Bryan & Burstein, 2004;Cancio, West, & Young, 2004;Kim, Sheridan, Kwon, Koziol, 2013;Masten & Coatsworth, 1998;Power, Werba, Watkins, Angelucci, & Eiraldi, 2006), the effects of parent involvement in homework on student achievement are mixed (Patall, Cooper, & Robinson, 2008). Possible reasons for these mix results may be (a) availability of resources in the home, (b) home scheduling, (c) home mentoring skills (Bryan & Burstein, 2004;Patall et al, 2008), and (d) the need for buy-in by the home for interventions and assignments handed-down by the school.…”

“…Strategies to improve homework completion are unlikely to be fruitful until all stakeholders are motivated to invest time and energy in building shared values regarding school success (Bryan & Burstein, 2004). Although homework has been described as the most common point of intersect among home, school, and student as it relates to formal academic learning (Hoover-Dempsey, Bassler, & Burow, 1995), research on homework for students with disabilities, especially students with attention and learning challenges, has been limited (Cancio et al, 2004;Merriman & Codding, 2008;Power et al, 2006). That said, home-school-based interventions targeting homework accuracy and completion must meet the needs of student, teacher, and family if they are to be effective long term.…”