Using Student‐managed Interventions to Increase Homework Completion and Accuracy

Abstract

We examined the effectiveness of self-managed individual and group contingency procedures in improving the completion and accuracy rates of daily mathematics homework assignments. A group of sixth-grade students having homework difficulties in mathematics were selected for the study. There was substantial improvement in the amount of homework completed over baseline for a majority of the students, whereas the results for accuracy were mixed. Students who participated in the self-management training made significant gains on standardized measures of academic achievement and curriculum-based measures of classroom performance. Parents also reported significantly fewer problems associated with homework completion following the intervention. Students who were allowed to select their own performance goals made superior improvements in the number of homework assignments returned compared to students who were given a specified goal by the classroom teacher. Parents, subjects, and the classroom teacher responded positively on consumer satisfaction measures following termination of the study.

The effects of conjoint behavioral consultation and a structured homework program on math completion and accuracy in junior high students.

“…Several commercial products are available, including "Winning the Homework War" (Anesko & Levine, 1987), "Homework without Tears" (Canter & Hausner, 1987), "Homework Helpers " (Kuepper, 1987), and "Mindmovers: Creative Homework Assignments Grades 3-12" (Hart & Rechif, 1986). However, 284 R. K. Weiner et al in School Psychology Quarterly, 13 (1998) CBC and Math Homework for Junior High Students 285 little informa tion is available on the effectiveness of these programs (Olympia, Sheridan, & Andrews, 1994). "Sanity Saver for Parents: Tips for Tackling Homework" (Olympia, Jenson, & Hepworth-Neville, 1996) is a program designed to help parents create individual homework programs for their children.…”

A Preliminary Analysis of the Effects of Coaching Feedback on Teacher Implementation Fidelity of First Step to Success

“…In our experience, teachers often want interventions that put the "responsibility" of behavior change on the student. In these instances, self-management interventions often fare well with regard to treatment acceptability, and more importantly, can be highly effective strategies for changing behavior (Mithaug & Mithaug, 2003;Olympia, Sheridan, Jenson, & Andrews, 1994;Peterson, Young, Salzberg, West, & Hill, 2006). In a related vein, teachers often want to know how long they must "do" an intervention before the problem is fixed.…”

The Effects of Self-monitoring on Homework Completion and Accuracy Rates of Students with Disabilities in an Inclusive General Education Classroom

“…For instance, Olympia, Sheridan, Jenson, and Andrews (1994b) taught self-management procedures for math homework completion and accuracy to sixth-grade general education students who made substantial improvements in the amount of homework assignments completed. Further, Carrington, Lehrer, and Wittenstrom (1997) trained two groups of elementary and junior high students with homework difficulties to document their homework assignments.…”

“…Since then, researchers have consistently recognized homework as an integral opportunity for academic achievement as well as an increased probability to strengthen newly acquired skills (Hughes, Ruhl et al, 2002;Madaus et al, 2003;Olympia et al, 1994b;Walberg, Paschal, & Weinstein, 1985). Supporters of homework recognized benefits such as the reinforcing of overall academic performance, allowing parents to become more aware of the curriculum, and producing positive attitudes towards school Salend & Garjria, 1995).…”

“…In sum, research has acknowledged that students' participation in homework has many potential benefits (Keith & Keith, 2006), including improved academic achievement Keith, Diamond-Hallam, & Fine, 2004) and enhanced relationships between school and home (Olympia et al, 1994b). Students with disabilities should be afforded every opportunity to access the tools necessary to successfully complete their homework, which will assist them in meeting grade level expectations.…”