TY - JOUR
T1 - The effects of group coaching on the homework problems experienced by secondary students with and without disabilities
AU - Merriman, Donald
AU - Codding, Robin S.
AU - Tryon, Georgiana Shick
AU - Minami, Takuya
N1 - Publisher Copyright:
© 2016 Wiley Periodicals, Inc.
PY - 2016/5/1
Y1 - 2016/5/1
N2 - Research on the effectiveness of homework provides ample evidence that homework has a positive effect on learning, particularly for secondary students. Unfortunately, the rate of consistent homework completion for students, with and without disabilities, is low. This study used a between-groups design to examine the differential effectiveness of coaching, a self-management intervention, compared with the local treatment-as-usual (homework center) on improving the homework completion of 50 middle school students (Grades 6 to 8) with and without disabilities who were having substantial difficulty with homework. Results indicated that both group coaching and homework center (treatment-as-usual) were effective in significantly decreasing homework problems, with no clear indication that one intervention was, overall, superior to the other. However, preliminary analyses suggest that these interventions might be differentially effective as a function of disability status.
AB - Research on the effectiveness of homework provides ample evidence that homework has a positive effect on learning, particularly for secondary students. Unfortunately, the rate of consistent homework completion for students, with and without disabilities, is low. This study used a between-groups design to examine the differential effectiveness of coaching, a self-management intervention, compared with the local treatment-as-usual (homework center) on improving the homework completion of 50 middle school students (Grades 6 to 8) with and without disabilities who were having substantial difficulty with homework. Results indicated that both group coaching and homework center (treatment-as-usual) were effective in significantly decreasing homework problems, with no clear indication that one intervention was, overall, superior to the other. However, preliminary analyses suggest that these interventions might be differentially effective as a function of disability status.
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U2 - 10.1002/pits.21918
DO - 10.1002/pits.21918
M3 - Article
AN - SCOPUS:84962889625
SN - 0033-3085
VL - 53
SP - 457
EP - 470
JO - Psychology in the Schools
JF - Psychology in the Schools
IS - 5
ER -