Citation:

Merriman, D., and Codding, R. (2008). The Effects of Coaching on Mathematics Homework Completion and Accuracy of High School Students with Attention-Deficit/Hyperactivity Disorder. Journal of Behavioral Education, Vol. 17, No. 4., pp. 339-355.

Retrieved on December 3, 2008, from here.

Abstract:

As many as 30% of children with Attention-Deficit/Hyperactivity Disorder (AD/HD) do not achieve academically at the level predicted by their age or IQ. One of the variables that may contribute to their poor academic performance is homework completion. Unfortunately, a paucity of research has investigated interventions that address homework problems, particularly at the secondary level. The purpose of this study was to investigate the effects of a coaching intervention that incorporated self-monitoring, goal-setting, and systematic fading on the homework completion and accuracy of three high-school students diagnosed with AD/HD. Results suggest that coaching led to improvements across all three students. Performance was maintained during fading and post-treatment for the two students for whom it was examined.