Self-Management and Parents as Interventionists: Improving Homework Performance in Middle School Students with Disabilities

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As research has suggested, success with homework tasks directly relates to overall academic achievement (Coutts, 2004). In addition, homework provides a venue for developing organizational skills that become necessary as students learn to self-manage. Thus, the importance of developing homework strategies that support both student achievement and independence are essential. While literature on homework focuses on homework completion guidelines, home tutoring programs, and specific intervention packages for improving homework accuracy (Cancio, West, & Young, 2004), there is little research related to homework for students with disabilities. Deficits in organization and problem-solving skills may lead to frustration and problem behaviors (Myles, Ferguson, & Hagiwara, 2007). When considering the task of homework, the challenges that directly affect students with autism spectrum disorder (ASD) in the school setting are likely to affect them in the home setting as well. This may be especially important for young adolescents who are increasingly asked to be independent learners. For students like Tom, challenges with homework have not only impacted his academic performance, but his relationships in the home setting as well.

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