The Daily Report Card as a Homework Intervention for Children and Adolescents with Attention-Deficit/ Hyperactivity Disorder
Parham, Brittany Renee
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Homework is a routine educational practice traditionally implemented in schools across the United States commonly believed to impact student educational trajectories. Accordingly, homework is frequently utilized to support practice of in-school information and graded as a measure of curriculum comprehension. Unfortunately, the likelihood of homework success is not equivalent across student populations resulting in significant educational challenges for various children like those affected by attention-deficit/hyperactivity disorder (ADHD). The core features of ADHD are impulsivity, hyperactivity, and inattention that can frequently result in disorganization and lack of attention to detail. Therefore, the specific aims of this project were to evaluate the effectiveness of the daily report card as a homework intervention for children with ADHD and investigate intervention efficacy across elementary and middle school aged groups. The sample included 36 children and adolescents enrolled in the Summer Treatment Program (STP). The intervention was a daily report card (DRC) with academic goals implemented at staggered time points and systematically removed to evaluate changes in homework return, completion, and accuracy across participants. Additionally, data from the homework problems checklist (HPC) and impairment rating scale (IRS) were collected. Results suggest the homework DRC to be most effective for participants exhibiting significant levels of academic impairment initially. This study also extends the current literature in that it suggests the DRC to be a valid intervention tool for middle school aged adolescents with ADHD. Implications and future directions for research are discussed.