Increased concern over the academic proficiency of American students has led to a variety of proposals to reform the U.S. educational system. A part of these calls for reform has been an increased emphasis on homework. As students with behavior disorders are more frequently included in general education classrooms, a better understanding of their homework skills is needed. The present study examines the homework problems of secondary school students with behavior disorders as compared to secondary school students with no disabilities—as rated by their teachers and parents—using the Homework Problem Checklist. Analyses of both parent and teacher responses reflected significant differences between the two student groups on virtually every checklist item. Suggestions for future research and implications for practice are discussed.
Get full access to this article
View all access options for this article.
References
1.
Achenbach, T. M., & Edelbrock, C. (1978). The classification of child psychopathology: A review and analysis of empirical efforts. Psychological Bulletin, 85, 1275–1301.
2.
Anesko, K. M., Schoiock, G., Ramirez, R., & Levine, F. M. (1987). The Homework Problem Checklist: Assessing children's homework difficulties. Behavioral Assessment, 9, 179–185.
3.
Bryan, T., & Nelson, C. (1994). Doing homework: Perspectives of elementary and junior high school students. Journal of Learning Disabilities, 27, 488–499.
4.
Bursuck, W. D., & Jayanthi, M. (1993). Programming for independent study skill usage. In S. Vogel & P. Adelman (Eds.), Programming for success for college students with learning disabilities (pp. 177–205). New York: Springer-Verlag.
5.
Cooper, H. M. (1989). Homework. White Plains, NY: Longman.
6.
Cooper, H., & Nye, B. (1994). Homework for students with learning disabilities: The implications of research for policy and practice. Journal of Learning Disabilities, 27, 470–480.
7.
Coutinho, M. J. (1986). Reading achievement of students identified as behaviorally disordered at the secondary level. Behavioral Disorders, 11, 200–207.
8.
Demands for high standards are increasing. (1993). Outcomes, 2(2), 3.
9.
Ellis, E. S., Lenz, B. V., & Sabornie, E. J. (1987). Generalization and adaptation of learning strategies to natural environments: Part 2: Research into practice. Remedial and Special Education, 8(2), 6–23.
10.
Epstein, M. H., Kinder, D., & Bursuck, B. (1989). The academic status of adolescents with behavior disorders. Behavior Disorders, 14, 157–165.
11.
Epstein, M. H., Polloway, E. A., Foley, R. M., & Patton, J. R. (1993). Homework: A comparison of teachers' and parents' perceptions of the problems experienced by students identified as having behavioral disorders, learning disabilities, and no disabilities. Remedial and Special Education, 14(5), 40–50.
12.
Fuchs, D., & Fuchs, L. (1994). Inclusive schools movement and the radicalization of special education reform. Exceptional Children, 60, 294–309.
13.
Gajria, M., & Salend, S. (1995). A comparison of homework practices of students with and without learning disabilities. Journal of Learning Disabilities, 28, 291–296.
14.
Graham, S., & Harris, K. R. (1989). Improving learning disabled student skills at composing essays: Self-instructional strategy training. Exceptional Children, 56, 201–214.
15.
Hallahan, D., Lloyd, J., & Stoller, L. (1982). Improving attention with self-monitoring. Charlottesville: University of Virginia, Learning Disabilities Research Institute.
16.
Jayanthi, M., Nelson, J., Sawyer, V., Bursuck, W. D., & Epstein, M. H. (1995). Homework communication problems among parents, classroom teachers, and special education teachers: An exploratory study. Remedial and Special Education, 16, 102–116.
17.
Jenson, W. R., Sheridan, S. M., Olympia, D., & Andrews, D. (1994). Homework and students with learning disabilities and behavior disorders: A practical, parent-based approach. Journal of Learning Disabilities, 27, 538–549.
18.
Kauffman, J. M. (1993). Characteristics of behavioral disorders of children and youth (5th ed.). Columbus, OH: Merrill.
19.
Kinder, D., & Bursuck, W. D. (1993). History strategy instruction: Problem--solution--effect analysis, timeline, and vocabulary instruction. Exceptional Children, 59, 324–333.
20.
National Commission on Excellence in Education. (1983). A nation at risk. Washington, DC: U.S. Government Printing Office.
21.
Patton, J. R. (1994). Practical recommendations for using homework with students with learning disabilities. Journal of Learning Disabilities, 27, 570–578.
22.
Polloway, E. A., Epstein, M. H., Bursuck, W. D., Jayanthi, M., & Cumblad, C. (1994). Homework practices of general education teachers. Journal of Learning Disabilities, 27, 500–509.
23.
Salend, S., & Schiff, J. (1989). An examination of the homework practices of teachers of students with learning disabilities. Journal of Learning Disabilities, 22, 621–623.
24.
Strother, D. B. (1984). Homework: Too much, just right, or not enough. Phi Delta Kappan, 28, 423–426.
25.
U.S. Department of Education. (1990). Reading and writing proficiency remains low. Daily Education News, pp. 1–7.
26.
Walberg, H. J., Paschal, R. A., & Weinstein, T. (1985). Homework's powerful effects on learning. Educational Leadership, 42(7), 76–79.
27.
Will, M. (1986). Educating children with learning problems: A shared responsibility. Exceptional Children, 52, 411–415.
28.
Ysseldyke, J. E., Algozzine, B., & Thurlow, M. (1992). Critical issues in special education (2nd ed.). Boston: Houghton Mifflin.
