A Comparison of the Homework Problems of Secondary School Students with Behavior Disorders and Nondisabled Peers

Abstract

Increased concern over the academic proficiency of American students has led to a variety of proposals to reform the U.S. educational system. A part of these calls for reform has been an increased emphasis on homework. As students with behavior disorders are more frequently included in general education classrooms, a better understanding of their homework skills is needed. The present study examines the homework problems of secondary school students with behavior disorders as compared to secondary school students with no disabilities—as rated by their teachers and parents—using the Homework Problem Checklist. Analyses of both parent and teacher responses reflected significant differences between the two student groups on virtually every checklist item. Suggestions for future research and implications for practice are discussed.