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

Abstract

Students with Autism Spectrum Disorder often experience difficulty completing homework assignments independently more than students without disabilities. This study examined the use of a daily report card while adding a parent teacher component on the homework completion and accuracy rates of two second grade boys diagnosed with Autism. Parental participation for graphing and reviewing the student data involved the home environment. Researchers found that the use of the daily report card for homework completion and accuracy increased student success with the added parent teacher communication component. The parent teacher intervention increased both students' homework completion by 65% and 38% respectively and accuracy rates by 123% and 30% respectively compared, to baseline sessions. Data showed that the addition of a parent teacher graphing component can be effective with a daily report card to increase parental involvement, while also helping increase homework completion and accuracy rates in students with Autism. Keywords: academic success, parental involvement, Autism Spectrum Disorder El incremento de los deberes para casa y la exactitud de tarea con la participación de los padres en niños pequeños con trastorno del espectro autista RESUMEN: Los estudiantes con trastorno del espectro autista a menudo experimentan dificultades para completar las tareas de forma independiente más que los estudiantes sin discapacidades. Este estudio examinó el uso de unas tarjetas de registro diario en las tasas de finalización de la tarea y precisión de dos niños de segundo grado con diagnóstico de autismo. Se incluyó entre las actividades de casa la representación gráfica por parte de los padres de los datos. Los investigadores encontraron que el uso de un registro diario para completar la tarea aumentó el éxito y la precisión del estudiante con el añadido de la comunicación entre padres y maestros. La intervención con padres y maestros mejoró la terminación de la tarea en los estudiantes en un 65% y 38% respectivamente, y tasas de precisión de 123% y 30% en comparación con las sesiones de línea de base. Los datos mostraron que la adición de un componente gráfico por parte de padres y maestros puede ser eficaz para aumentar la participación de los padres, mientras que también ayuda en las tasas de finalización de la tarea y precisión en los estudiantes con autismo. Palabras clave: Éxito académico, participación de los padres, trastorno del espectro autista.

Independence Habituation of Autism Students in the Learning Management

“…The OSOP application results in students' independence, including those with special needs and students with autism. Gilic (2017) research result explains the effectiveness of this kind of program (such as OSOP) can give effective results to build interaction between teachers at school, students with and parents at home. The purpose is to increase students with autism academic activity.…”

“…Third, parents are involved in the independence habituation implementation for students' programs by monitoring them in finishing their homework. Gilic (2017) explains that in the case of autism in the regular class, students have a bigger challenge in doing homework; thus, parents' help, as a structured program, should be well maintained.…”

Self-Management Strategies to Support Homework Completion With Students With Developmental Disabilities

“…Students typically spend more time in their home than at school. As a result, parents can considerably impact their child’s academics (Gilic, 2016). Research has shown that parent involvement in homework has positive effects (e.g., facilitates communication between the parent and the child, enhances the development of self-regulation and study skills; Hoover-Dempsey et al, 2001; Patall et al, 2008; Xu & Corno, 1998).…”