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Improving Homework Outcomes for Students with ADHD

Improving Homework Outcomes for Students with ADHD. Presented by Marine McDonnell. Presentation Outline. Introduction Significant Issues for Students with ADHD Research Review Practical Suggestions Case Study Discussion Conclusion. Introduction.

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Improving Homework Outcomes for Students with ADHD

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  1. Improving Homework Outcomes for Students with ADHD Presented by Marine McDonnell

  2. Presentation Outline Introduction Significant Issues for Students with ADHD Research Review Practical Suggestions Case Study Discussion Conclusion

  3. Introduction Academic problems are one of the most frequent concerns reported by parents and teachers of children with ADHD Children with ADHD often have great difficulty completing homework assignments. Problems with both completion and accuracy are common. There is limited information available pertaining to improving homework outcomes for students with ADHD

  4. Ways ADHD Gets in the Way of Homework

  5. Significant Issues Related to Homework Problems for Students with ADHD

  6. Research Review: Homework Homework completion is positively correlated with: Academic achievement School grades Good study habits Learning how to work independently Developing time management skills Increased parental involvement in student education Positive attitudes towards school Homework noncompliance is positively correlated with: Lower academic achievement Increased special education referrals Increased parental conflict Worse student-teacher relationships Decreased parental involvement in student education

  7. Research Review: Parenting Children with ADHD Parents of children with ADHD: Feel less able to help their children with school Feel less welcomed and less supported by teachers and schools Have more conflict about academics with their children Fathers are more negative and coercive regarding school work

  8. Research Review: Assessment of Homework Problems

  9. The Parent Factor??

  10. Research Review: Evidence-Based Interventions Keys to success: Parental involvement Home-school consultation / collaboration Parent-student-school collaboration Increase structure and implement homework routine Behavioural reinforcement / contingency contracting Specific skills to target: Self-monitoring strategies Planning and goal setting strategies Emotion regulation strategies

  11. Practical Suggestions: Understand the Type of Homework Problem

  12. Practical Suggestions: Student Task Orientation / Efficiency Increase motivation using reinforcement and contingency plans Make homework as interesting as possible Seek input on reinforcement and contingency plans, especially when working with older children and adolescents Provide a structured homework routine – homework should be consistently completed at the same time and in the same place Provide a quiet, distraction-free setting Limit computer / phone access during homework time Build in breaks and choices Use exercise balls or wiggle seat Use timers to increase time on task Teach students to break large tasks into smaller tasks to prevent students from feeling overwhelmed by task demands.

  13. Practical Suggestions: Student Responsibility Actively engage the student in homework intervention planning Teach time management and time awareness Teach goal setting Teach self-monitoring Teach emotion regulation Teach organizational strategies Use visual calendars and cues to promote organization and initiation Use checklists to improve accuracy Keep the homework area tidy and well-stocked Consider keeping a spare set of textbooks at home Parents should NEVER do their children’s homework

  14. Practical Suggestions: Student Competence Ensure that homework is achievable for students – homework should reinforce previously learned skills Reduce the number of questions / length of assignment for students with ADHD Provide alternate assignments if necessary so that students can be successful

  15. Practical Suggestions: Teacher Support Be empathic, welcoming, and respectful of parents Communicate regularly with parents Don’t let homework problems create relationship problems with parents or with students Break large, multistep assignments into discrete and manageable chunks Provide mini-deadlines for long-term projects Provide choice in homework activities Provide written instructions; keep assignments posted online Provide clear instructions for submitting homework assignments and provide prompt feedback Allow assignments to be submitted by email Consider a coaching approach to support specific problems

  16. Practical Suggestions: Parent-School Collaboration Find an effective home-school communication method Schools should work hard to establish and maintain strong supportive relationships with parents of children with ADHD Teachers and administrators should demonstrate empathy and avoid blame Schools can provide workshops for parents on how to support homework completion Schools can reinforce the importance of homework completion Teachers should focus on parent and student strengths when solving homework problems Schools should make an extra effort to make parents of children with ADHD feel welcome Schools should recognize and respond to the unique challenges faced by different families

  17. Homework Intervention Example

  18. Conclusion Homework contributes to academic and psychosocial outcomes. Kids with ADHD struggle with homework completion and this increases their risk for low academic achievement and a range of other difficulties as well. Using a functional assessment of homework problems helps educators to design helpful interventions.

  19. Case Study Peter has ADHD and is in grade 5. Although his parents say that he completes his homework every night, it never gets handed in. What factor(s) do you think are involved? What do you do?

  20. Case Study Paul is in grade 2 and his teacher assigns math homework every night. His parents say that it takes him up to three hours to do it. What factor(s) do you think are involved? What do you do?

  21. Case Study Mary is in grade 8. Every time she doesn’t complete her homework she gets grounded for one day. She has now been grounded for 7 weeks. What factor(s) do you think are involved? What do you do?

  22. Discussion Questions What methods have you found helpful for supporting homework completion for students with ADHD? What do you think the are the most important things for teachers to understand about homework and students with ADHD? What are some ways that classrooms or schools can support homework completion for students with ADHD?

  23. References Axelrod, M. I., Zhe, E. J. Haugen, K. A., & Klein, J. A. (2009). Self-management of on-task homework behavior: Promising Strategy for adolescents with attention and behavior problems. School Psychology Review, 38(3), 325-333. Doheny, K. (2010). Study shows homework problems improve with a program that takes a structured approach. Retrieved from http://www.webmd.com/add-adhd/childhood-adhd/news/20100816/structured-homework-strategy-helps-adhd-kids Iseman, J. S., Silverman, S. M., & Jewler, S. (2010). 101 school success tools for students with ADHD. Waco, TX.: Pruforck Press. Langberg, J. M. Arnold, L. E., Flowers, M., Epstein, J. N., Altaye, M., Hinshaw, S. P.,… Jensen, P. S., (2010). Parent-reported homework problems in the MTA Study: Evidence for sustained improvement with behavioral treatment. Journal of Clinical Child and Adolescent Psychology, 39(2), 220-233. doi: 10.1080/15374410903532700 Langberg, J. M. Arnold, L. E., Flowers, A. M. Altaye, M., Epstein, J. N., & Molina, B. S. G. (2010). Assessing homework problems in children with ADHD: Validation of a parent-report measure and evaluation of homework performance patterns. School Mental Health, 2(1), 3-12. doi: 10.1007/s12310-009-9021-x Mautone, J. A., Marshall, S. A., Costigan, T. E., Clarke, A. T., & Power, T. J. (2012). Multidimensionalassessment of homework: An analysis of studentswith ADHD. Journal of Attention Disorders, 16(7), 600-609.

  24. References Continued… Merriman, D. E. & Codding, R. S. (2008). The effects of coaching on mathematicshomeworkcompletion and accuracy of highschoolstudentswith Attention-Deficit/HyperactivityDisorder. Journal of Behavioral Education, 17(4), 339-355. doi: 10.1007/s10864-008-9072-3 Meyer, K. & Kelley, M. L. (2007). Improvinghomework in adolescents with Attention-Deficit/HyperactivityDisorder: Self vs. Parent monitoring of homeworkbehavior and studyskills. Child and FamilyBehaviorTherapy, 29(4), 25-42. doi:10.1300/J019v29n04_02 Power, T. J., Werba, B. E., Watkins, M. W., Angelucci, J. G., & Eiraldi, R. B. (2006). Patterns of parent-reported homework problems among ADHD-referred and non-referred children. School Psychology Quarterly, 21(1), 13-33. Reif, S. (2005). How to reach and teach children with ADD/ADHD (2nd Ed.). San Francisco, CA: Jossey Bass. Raggi, V. L. & Chrois, A. M. (2006). Interventions to address the academic impairment of children and adolescents with ADHD. Clinical Child and Family Psychology Review, 9(2), 85-111. doi: 10.1007/s10567-006-0006-0 Raggi, V. L., Chronis-Tuscano, A., Fishbien, H., & Groomes, A. (2009). Development of a brief, behavioral homework intervention for middle school students with Attention-Deficit/HyperactivityDisorder. School Mental Health, 1(2), 61-77. doi: 10.1007/s12310-009-9008-7 Rogers, M. A., Weiner, J., Marton, I., & Tannock, R. (2009). Parental involvement in children’s learning” Comparing parents of children with and without Attention-Deficit/Hyperactivity Disorder. Journal of School Psychology, 47(3), 167-185. doi: 10.1016/j.jsp.2009.02.001

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