Improving Mathematics Homework Completion and Accuracy of Students with EBD Through Self-Management and Parent Participation

Abstract

Students with emotional and behavioral disorders (EBD) who are educated in integrated settings are often at risk for school failure because of their inability to remain attentive, complete tasks and assignments, and accomplish homework. In other words, they are characterized by their inability to manage their academic and social behavior. The authors of this study investigated the feasibility of teaching parents of students with EBD to establish and maintain a homework completion program based on teaching the students to manage their own behavior. They investigated whether parents of students with EBD can facilitate use of a homework program containing various components of a student self-management program to increase the homework completion and accuracy of their children. In addition, the effect of parent participation in the homework program was investigated on students' academic achievement and perceived homework problem ratings. Six middle school students with EBD and their parents participated in this study. A multiple baseline design across participants was used to assess treatment effects.The parents received training and implemented the program's strategies. Homework completion and homework accuracy increased for all students. In addition, mathematics achievement increased and perceived homework problem ratings diminished.

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

“…The results of this study support the existing literature (e.g., Cancio et al;Olympia et al, 1994b;Toney et al, 2003) which suggests that a self-monitoring intervention has positive outcomes on homework completion and accuracy rates for students with disabilities. No previous research was found that specifically targeted students with disabilities included full-time in general elementary school education classrooms.…”

“…This study was on par with Cancio et al (2004), who assessed treatment effects of self-monitoring math homework completion and accuracy on participants with Emotional Behavioral Disorders, ages 11 to 15 years. The average baseline level across subjects for assignment completion and accuracy in their study increased substantially for both participants.…”

“…The rationale for this was that there were unsuitable referrals (i.e., the students had high baselines) and this resulted in a ceiling effect for three of the participants. Cancio, West, and Young (2004) used a multiple baseline design across subjects to assess treatment effects of self-monitoring math homework accuracy and completion with participants who received special education services in a resource and a selfcontained classroom. The participants included six male participants who had poor organization and time management skills, ages 11 to 15 years, in sixth to eighth grades, with EBD, and their parents.…”

Increasing homework completion and accuracy rates with parental participation for young children with Autism Spectrum Disorder

“…Parental involvement in a child's academic progress is a critical element in the home environment of students, and increased attention to homework completion is one way to increase a child's overall academic performance (Cancio et al, 2004). Research has proven homework to be an effective academic intervention and when parents are involved, the academic gains surpass expectations (Axelrod et al, 2009;Trautwein et al, 2009).…”

“…As students spend more time in their home than school, and parents have an increased ability to significantly impact their child's academics, the need to improve the home environment is critical. Cancio, West, & Young (2004) argue that one of the most common reasons students with disabilities fail in integrated settings is due to their problems with homework completion and accuracy.…”