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The Effects of Coaching on Mathematics Homework Completion and Accuracy of High School Students with Attention-Deficit/Hyperactivity Disorder

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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.

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Authors and Affiliations

  1. Educational Psychology Program, City University of New York Graduate School and University Center, 365 Fifth Avenue, New York, NY, 10016, USA

    Donald E. Merriman

  2. Department of Counseling and School Psychology, University of Massachusetts Boston, Boston, MA, USA

    Robin S. Codding

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  1. Donald E. Merriman
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  2. Robin S. Codding
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Correspondence to Donald E. Merriman.

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Merriman, D.E., Codding, R.S. The Effects of Coaching on Mathematics Homework Completion and Accuracy of High School Students with Attention-Deficit/Hyperactivity Disorder. J Behav Educ 17, 339–355 (2008). https://doi.org/10.1007/s10864-008-9072-3

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  • DOI: https://doi.org/10.1007/s10864-008-9072-3

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