Title page for ETD etd-11082005-201642

Type of Document Master's Thesis
Author Meyer, Kara J.
URN etd-11082005-201642
Title Improving Homework in Adolscents with ADHD: Comparing Training in Self- vs. Parent-Monitoring of Homework and Study Skills Completion
Degree Master of Arts (M.A.)
Department Psychology
Advisory Committee
Advisor Name Title
Mary Lou Kelley Committee Chair
George Noell Committee Member
W. Drew Gouvier Committee Member
  • ADHD
  • homework
  • study skills
  • self-monitoring
Date of Defense 2005-10-20
Availability unrestricted
Self-monitoring has been proven to be effective in increasing performance, on task behavior, and homework completion in students with learning disabilities and other academic difficulties. Parent supervision and involvement in homework also has been shown to improve performance. However, the effectiveness of parent vs. self-monitoring of homework completion and test preparation has never been examined in adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD). The current study compared the effectiveness of self- and parent-monitoring of homework and study skills completion in middle school students with ADHD. Students were trained in the SQ4R study strategy and homework completion skills. In one group students monitored their own behavior and in the other group parents completed the monitoring. Homework and classroom problems were evaluated using the Homework Problem Checklist (HPC) and the Classroom Performance Survey (CPS). Results indicated that both interventions improved HPC and CPS scores, as well as percent of completed homework.
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