Volume 38, Issue 3 (2009)
Homework Interventions for Children With Attention and Learning Problems: Where is the 'Home' in 'Homework?'
Susan M. Sheridan
Homework is a reality in the lives of most American school children. For a notable percentage of these children, so are attentional, learning, or behavioral problems. At first blush, this combination seems as though it could present a significant problem to be anticipated with trepidation. Children with attention deficit hyperactivity disorder are challenged in many of the skills prerequisite for success at homework. Few would argue that things academic are harder for children with attention deficit hyperactivity disorder than for their non-disabled peers. They have difficulty with attention, persistence, and organization. Behavioral problems, including lack of self control and emotional/behavioral regulation, often interfere with children’s abilities to benefit from academic instruction and productivity. As a result, they tend to earn lower grades, complete fewer years of education, and work in lower level jobs than their peers (Mannuzza, Klein, Bessler, Malloy, & LaPadula, 1993; Weiss & Hechtman, 1993). Thus, it comes as no surprise that homework problems and erratic performance are part of the behavioral repertoire of children with attentional and learning problems (Epstein, Polloway, Foley, & Patton, 1993; Gajria & Salend, 1995).
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