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Louisiana State University LSU Digital Commons LSU Master's Theses Graduate School 2012 Parental involvement in improving academic success for students with ADHD: a comparison of daily behavior report cards and homework selfmonitoring Stephanie M Grant Louisiana State University and Agricultural and Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_theses Part of the Psychology Commons Recommended Citation Grant, Stephanie M., "Parental involvement in improving academic success for students with ADHD: a comparison of daily behavior report cards and homework self-monitoring" (2012) LSU Master's Theses 139 https://digitalcommons.lsu.edu/gradschool_theses/139 This Thesis is brought to you for free and open access by the Graduate School at LSU Digital Commons It has been accepted for inclusion in LSU Master's Theses by an authorized graduate school editor of LSU Digital Commons For more information, please contact gradetd@lsu.edu PARENTAL INVOLVEMENT IN IMPROVING ACADEMIC SUCCESS FOR STUDENTS WITH ADHD: A COMPARISON OF DAILY BEHAVIOR REPORT CARDS AND HOMEWORK SELF-MONITORING A Thesis Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Master of Arts in The Department of Psychology by Stephanie M Grant B.A., Loyola University New Orleans, 2006 May 2012 TABLE OF CONTENTS LIST OF TABLES……………………………………………………………………………… iv LIST OF FIGURES……………………………………………………………………………….v ABSTRACT……………………………………………………………… ……………………vi INTRODUCTION……………………………………………………………………………… Daily Report Cards……………………………………………………………………… Homework Problems in ADHD………………………………………………………… The Importance of Homework…………………………………………………………….4 Homework Self-Monitoring……………………………………………………………….5 Confined, Combined, and Collateral Effects ……………… ……………………………7 METHOD…………………………………………………………………….……….…………11 Participants.…….….…………….……………………………… ……….………….…11 Procedure…………………………………………………………………… ………….13 Parent Consultation…… ……….………………… ……………….…………15 Daily Report Card………………………………………………….…….………15 Homework Self-Monitoring……………………….…….…….……….…… …16 Measures………………………… ………………… ….…….……….………………18 Homework Problems Checklist……………………………….…………………18 Observation Coding System……………………….…………………………….19 Homework Completion/Accuracy……………………………………………….19 Classwork Completion/Accuracy……………………………………………… 20 Conners Parent Rating Scale-Revised Short Form………………………………20 Conners Teacher Rating Scale-Revised Short Form…………………….………20 Anxiety Disorder Interview Schedule for DSM-IV- Parent Version……………20 Achenbach Child Behavior Checklist……………………………………………21 Teacher Report Form………………………………………………….…………21 Wechsler Intelligence Scale for Children, Fourth Edition……….………………21 Woodcock-Johnson Test of Achievement, Third Edition…………….…………22 RESULTS…………………………………………………………………… …………………23 Analyses………………………………………………………………………………….23 Daily Report Card- Confined and Collateral Effects…………………………………….23 Homework Self-Monitoring Intervention- Confined and Collateral Effects…………….28 DISCUSSION……………………………………………………………………………………34 Limitations…………………………………………………………….…………………37 Future Directions…………………………………………………………………… .38 REFERENCES……………………………………………………………………………… …40   ii APPENDIX A: DAILY REPORT CARD……………………….………………………….… 45 APPENDIX B: HOMEWORK CHECKLIST………………………………………… ………46 APPENDIX C: IRB APPROVAL………………………………………………………………47 VITA…………………………………………………………………………………….………48                         iii LIST OF TABLES Participant Demographic Information……………….………………………………12 Participant Qualifying Information……………………………….………………….12   iv LIST OF FIGURES 1a Sarah and Esther’s Time On Task……………………………………………… 25 1b Sarah and Esther’s Classwork Completion and Accuracy…………………… 26 Sarah and Esther’s Homework Completion and Accuracy…………………… 27   Ruth and Michael’s Homework Completion and Accuracy………………… 29 4a Ruth and Michael’s Time On Task………………………………………… .30 4b Ruth and Michael’s Classwork Completion and Accuracy……………… 31   v ABSTRACT The current study examined the confined, combined and collateral effects of a daily report card (DRC) and a homework self-monitoring intervention (HSM) Four 4th or 5th grade students with ADHD, who often had problems staying on task and completing classwork and homework accurately were randomly assigned to one of two conditions in a multiple baseline design Initially each student received either a DRC or HSM and was then given whichever intervention they had not yet received in addition As expected, both the DRC and HSM improved the initially targeted behavior as found in previous research; the DRC improved on task behavior and classwork completion and accuracy and the HSM intervention improved homework completion and accuracy Partial collateral effects were found, with improved homework completion and accuracy following implementation of a DRC and improved on task behavior, classwork completion and accuracy following HSM Students had additional improvement when a second intervention was combined with the first, resulting in a greater reduction of problem behavior overall   vi INTRODUCTION Students with a diagnosis of Attention-Deficit/ Hyperactivity Disorder (ADHD) have poorer academic outcomes than their normal developing peers These problems often culminate in academic underachievement and poor grades (Biederman, Petty, Evans, Small, & Farone, 2010; Eccles, 2004) Students with ADHD also are more likely to be retained due to failing grades (Loe & Feldman, 2007) and drop out of school (Barkley, 2003; Biederman et al., 2010; Eccles, 2004) Students with ADHD often exhibit numerous classroom problems including inaccurately or not completed classwork and homework disorganization, difficulty following directions, negative teacher and peer relationships and disruptive behavior (Robin, 1990; 1998; APA, 2000) These problem behaviors, particularly those symptomatic of ADHD may act as “academic disablers” (Gresham, 2005; Gresham & Elliot, 1990), such that the behavior is incompatible with academic success Further, research suggests that these issues often are chronic and not transient (Biderman et al., 2010; Loe & Feldman, 2007) Problem behaviors such as inattention and disruptiveness as well as related academic problems associated with ADHD are addressed in one of several ways Effective interventions include stimulant medication, behavioral interventions, and environmental modifications (Jensen et al., 2007; Loe & Feldman, 2007) Although the majority of students experience behavioral improvements as a result of pharmacological interventions (Jensen et al., 2007), behavioral interventions may be preferred due to concerns about medication side effects A number of effective behavioral interventions are evident in the literature For example, varying contingency management interventions have been shown to be effective at reducing off-task behavior and increasing work completion (DuPaul,   Ervin, Hook, & McGoey, 1998; Kazdin, 1989; Witt & Elliot, 1982) In addition, home based interventions such as homework interventions and daily report cards have been shown to improve classroom behavior and homework completion (Jurbergs, Palcic, & Kelley, 2007; Kahle & Kelley, 1994; McCain & Kelley, 1994; Meyer & Kelley, 2007; Miller & Kelley, 1994; Raggi, Chronis-Tuscano, Fishbein, & Groomes, 2009) Power and his colleagues (2010) have suggested that the problems associated with ADHD are complex and thus, a multimodal treatment approach addressing multiple aspects of student behavior is required; specifically, Powers highlighted the importance of incorporating the parents and the home environment in the treatment program Two home-based interventions often utilized in schools are daily report cards (Chafouleas, Riley-Tilman, & Sassu, 2006) and homework self-monitoring with goal setting (Kahle & Kelley, 1994) The following literature review will address the daily report card and self-monitoring homework interventions Daily Report Cards Daily report cards, or school home notes, involve teachers evaluating student behavior daily and parents providing consequences based on the evaluation The procedure has been effective in increasing levels of on task behavior and academic productivity in children with ADHD of varying ethnic and socioeconomic backgrounds (Chafouleas, Riley-Tillman, & McDougal, 2002; Kelley, 1990) As noted by Chafouleas and colleagues (2002) daily report cards can be used to address a wide range of problems Daily report cards have been used to address problems ranging from being off task, disruptive behavior, inadequate classwork completion, and homework completion (Chafouleas, RileyTillman, & McDougal, 2002; Dougherty & Dougherty, 1977; McCain & Kelley, 1994)   Daily report cards have been found to be acceptable to both parents and teachers (Chafouleas, Riley-Tillman, & McDougal, 2002; Chafouleas, Riley-Tillman, & Sassu, 2006) Daily report cards meet criteria for targeted interventions (Sprick & Borgmeier, 2010), as they have been deemed feasible, flexible, and acceptable (Chafouleas, RileyTillman, & McDougal, 2002; Chafouleas, Riley-Tillman, & Sassu, 2006; McCain & Kelley, 1993) as well as simple and effective (Jurbergs, Palcic, & Kelley, 2007) Daily report cards therefore are an important tool for those working with children with a variety of behavior problems Past research has shown daily report cards to be effective in reducing problem behavior and increasing on task behavior, classwork completion, and accuracy of elementary school students with ADHD (Jurbergs, et al, 2007; Palcic, Jurbergs & Kelley, 2009) In addition, daily report cards have been shown to be more effective with the addition of a response cost component (McCain & Kelley, 1994) Although implicitly thought to be a critical component of the daily report card intervention, few studies had previously examined the role of parental involvement within this intervention Recent research by Jurbergs and her colleagues (2007) explored the importance of the parental involvement component of the daily report card intervention by comparing the daily report card intervention with and without home-based consequences In the no parent consequences group students were given response feedback from the teacher without an accompanying school-home note, while students in the parent consequences group were given the same response feedback as well as a school home note with an associated contingency contract, which outlined rewards that could be obtained if the student met daily point goals for appropriate behavior Although both groups exhibited greater on task   DISCUSSION The present study examined the confined, collateral and combined effects of a daily report card and homework self-monitoring interventions The results of the current study provide a variety of information regarding best practices for intervening with students with ADHD The results generally demonstrate that both interventions were effective prior to the introduction of the second intervention thus demonstrating confined effects Likewise, when the second intervention was added there were additional improvements The DRC intervention produced strong effects for classwork completion, classwork accuracy and on task behavior, with large effects for both Sarah and Esther This data confirms previous findings that daily report card interventions successfully increase positive classroom behaviors, including time on task and classwork completion and accuracy (Jurbergs, et al., 2007; Palcic, et al., 2009) Likewise, the homework self-monitoring intervention produced moderate effects for improving homework accuracy post intervention for both Michael and Ruth Although the interventions’ effect on homework completion rates were difficult to assess due to ceiling effects, a reduction of the variability of responding was noted for both Michael and Ruth Again, the results confirm previous research demonstrating that homework selfmonitoring and goal setting result in improved homework completion and accuracy (Kahle & Kelley, 1994; Meyer & Kelley, 2007; Miller & Kelley, 1994) These results represent the expected confined effects of the interventions on the initially targeted behaviors of interest Overall, these data support the initial hypothesis that the two interventions being evaluated would exhibit confined effects, such that the interventions   would improve targeted behavior 34 The second hypothesis, that implementation of a DRC would improve homework and accuracy, was supported for both Esther and Sara Interestingly, Sarah’s improvements did not occur until the third day of treatment It is possible that this staggered effect was due to a delay of the DRC to exert control over collateral behavior However, Esther’s homework completion and accuracy increased following intervention, although her responding remained highly variable Taken together, these results indicate a partial collateral effect of the DRC on homework completion and accuracy However, these effects were somewhat variable and did not fully impact the collateral behavior Likewise, HSM exerted partial control over classroom behavior Ruth and Michael each had increased positive behavior Michael’s classwork and accuracy increased with HSM; however he failed to show improved on task behavior In contrast, Ruth’s on task behavior, classwork completion, and classwork accuracy all improved during HSM However, her classwork accuracy remained somewhat variable prior to the introduction of the DRC Taken together, these results indicate that HSM exerted partial control over positive classroom behavior A finding of collateral effects suggests that factors such as parental involvement common to both types of interventions may be responsible for effectiveness of both HSM and DRC on student academic outcomes Both HSM and DRC emphasized positive reinforcement provided by parents in the home on a daily basis It is quite possible that providing positive daily rewards, unlikely to have been used prior the study, were key to the success of both interventions (Fishel & Ramirez, 2005; Kahle & Kelley, 1994; Jurbergs, et al., 2007)   35 The combined interventions appeared to have the greatest level of positive effect across all participants The only exception to this was the failure of the addition of HSM to a DRC to improve homework completion or accuracy for Esther However, it is important to note the low treatment integrity of the homework intervention for participant Esther Following the first day of the combined intervention, the parent refused to complete the homework intervention, despite this intervention being attached to the DRC The DRC was completed appropriately each day No explanation was ever offered as to the reason for the lack of completion of the homework intervention however, the failure to appropriately implement HSM most likely was the reason for the intervention failed to improve the homework behavior It also is interesting to note that Esther’s homework completion and accuracy as well as her classwork accuracy actually reduced to levels lower than during the DRC alone It is possible that this student was aware of the inconsistency of her parent to follow through and she learned that compliance for homework would not be required This underscores the extensive body of research documenting the importance of consistency when intervening with children The preliminary results of this study suggest that despite the presence of some collateral effects for some students, the collateral effects present were insufficient to improve collateral behavior to levels seen when the intervention targeted the behavior The inconsistent collateral effects required the layering of interventions for each participant to adequately improve all areas of problematic academic behavior Despite the preference for using the most time efficient interventions due to concerns about the allocation of resources, it may be important to consider offering these services as a package to families One of the major challenges of this study was the getting parents to attend two separate   36 sessions Half of parents who attended one session, then failed to follow through and complete the second This brings into question the feasibility of requiring parents to attend multiple sessions Although we want to keep intervention practices as simple as possible, perhaps providing parents with all the tools at once may be more beneficial than implementing interventions one at a time and hoping for collateral effects Limitations Single subject data is inherently limited in the types of general conclusions, which may be drawn particularly with respect to generalizability Though generalizability conclusions cannot be drawn from single subject research, the inclusion of children from different ethnic groups contributes to the external validity of the findings of the current study Despite their ethnic diversity, this study included only students currently living in southeast Louisiana and as such may or may not generalize to students in other parts of the country In addition, the high initial homework completion rates for participants Michael and Ruth as well as the high classwork completion rate for Michael made conclusions about the effects of the interventions on these outcomes difficult to draw Future research should try to find students with low stable baselines across all measures In addition, the low treatment integrity on the part of Esther’s parent during the second intervention phase likewise, removed the ability to assess the current research questions related to improvements from combined effects Selection bias was a major challenge in the current study, with 60% students who met criteria failing to complete the study, 40% of whom withdrew after completing one intervention Concerns that this level of attrition could bias the study results are substantial   37 The current interventions could not be implemented without parental involvement, and as such any parent unwilling to attend intervention meetings or complete interventions appropriately were withdrawn from the study All cases of attrition from the study following intervention were passively self-selected, with parents failing to attend subsequently scheduled meetings or failing to return follow-up phone calls The participants who failed to complete the study were similar to those completed the study in age, economic status, and diagnosis The high rate of attrition in this study could be due to a number of factors including economic challenges due to low income status, frustration with the research process, or in one case such high levels of collateral effects that the student failed to have additional problems and the mother withdrew from the study Future Directions The current study explored the positive collateral effects of interventions used to promote the academic success of students with ADHD Though some collateral effects were found, the greatest effects were seen when the two interventions were combined Future research should explore the possible collateral effects of other common interventions and evaluate whether some interventions may be superior to others in their ability to improve collateral aspects of academic behavior Although this study focused on two commonly used interventions, it is possible that other interventions used to improve academic functioning in students with ADHD may have more or less collateral effects It is important to continue to study this phenomenon in order to most effectively use our time as school and clinical psychologists and best serve the students In addition, while there is a great deal of research to suggest that parental involvement in children’s academic life is critical to student success and that increased   38 parent participation is related to improved outcomes for students (Abdul-Adil & Farmer, 2006; Fantuzzo, Davis & Ginsburg, 1995; Henderson & Berla, 1994), promoting that engagement often proves to be a challenge Improving school-home communication and parental involvement in student learning has been made a priority in recent years, particularly for at-risk youth (IDEIA 2004; Fishel & Ramirez, 2005) The question, which must be addressed in future research, is how to increase parent engagement and strengthen the school home connection The greatest weakness of this study was the high attrition and lack of participation by parents of qualified students in need of services Research focused on improving and facilitating parental investment is therefore critical to improving outcomes for students   39 REFERENCES Abdul-Adil, J & Farmer, A (2006) Inner-city African American parental involvement in elementary schools: Getting beyond urban legends of apathy School Psychology Quarterly, 21, 1-12 Achenbach, T A (2001) Achenbach’s empirical behavioral assessment manual for Teacher Report Form Burlington, VT: AEBSA Achenbach, T & Rescorla, L (2000) Manual for the ASEBA school-age forms and profiles Burlington: University of Vermont Research Center for Children, Youth, & Families American Psychiatric Association (2000) Diagnostic and statistical manual of mental disorders, (4th ed.) Washington, DC: Author Anesko, K., Scholock, G., Ramirez, R., & Levine, F (1987) The Homework Problems Checklist: Assessing children’s homework difficulties Behavioral Assessment, 9, 179-185 Axelrod, M I., Zhe, E.J., Haugen, K.A., & Klein, J.A (2009) Management of on task homework behavior: A promising strategy for adolescents with attention and behavior problems School Psychology Review, 38, 325-333 Barkley, R A (2003) Attention-deficit/Hyperactivity disorder In E J Mash & R A Barkley(Eds.) Child Psychopathology, 2nd Ed New York: Guilford Press Biederman, J., Petty, C.R., Evans, M., Small, J., & Faraone, S.V (2010) How persistent is ADHD? A controlled 10-year follow-up study of boys with ADHD Psychiatry Research, 177, 299-304 Chafouleas, S M., Riley-Tillman, T C., & McDougal, J L (2002) Good, bad or in -between: How does the daily behavior report card rate Psychology In The Schools, 39, 157-169 Chafouleas, S M., Riley-Tillman, T C., & Sassu, K A (2006) Acceptability and reported use of Daily Behavior Report Cards among teachers Journal of Positive Behavior Interventions, 8, 174-182 Conners, C K (1997) Conners’ Rating Scales-Revised Technical Manual North Tonawanda, NY: Multi-health Systems, Inc Cook, C.R., Dart, E., Collins, T., Restori, A.,Vance, M., & Fitts, P (under review) Co -occurring reading and behavior problems: Transactional relationship or not? Implications for intervention Journal of Emotional and Behavioral Disorders   40 Cooper, H., Robinson, J.C., & Patall, E.A (2006) Does homework improve academic achievement? A synthesis of research, 1987-2003 Review of Educational Research, 76(1), 1-62 Crone, D A., Hawken, L.S., & Horner, R H (2010) Responding to Problem Behavior in Schools: The Behavior Education Program, 2nd Ed New York: Guilford Press Dougherty, E H & Dougherty, A (1977) The daily report card: A simplified and flexible package for classroom behavior management Psychology in the Schools, 14, 191195 DuPaul, G J., Ervin, R A., Hook, C L., & McGoey, K E (1998) Peer tutoring for children with Attention-deficit Hyperactivity Disorder: Effects on classroom behavior and academic performance Journal of Applied Behavior Analysis, 31, 579-592 Eccles, J S (2004) Schools, academic motivation, and stage– environment fit In R M Lerner & L D Steinberg (Eds.), Handbook of adolescent psychology (2nd ed., pp 125–153) New York: Wiley Fantuzzo, J., Davis, G., & Ginsburg, M (1995) Effects of parent involvement in isolation or in combination with peer tutoring on student self-concept and mathematics achievement Journal of Educational Psychology, 87, 272-281 Fishel, M & Ramirez, L (2005) Evidence-based parent involvement interventions with school age children School Psychology Quarterly, 20, 371-402 Gresham, F (2005) Response to intervention: An alternative means of identifying students as emotionally disturbed Education and Treatment of Children, 28, 328-344 Gresham, F & Elliot S N (1990) Social skills rating system Circle Pines, MN: American Guidance Service Henderson, A., & Berla, N (1994) A new generation of evidence: The family is critical to student achievement Washington, DC: National Center for Citizens in Education Hill, N.E & Tyson, D.F (2009) Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement Developmental Psychology, 45(3), 740-763 Jensen, P S., Arnold, E., Swanson, J M., Vitello, B., Abikoff, H B., Greenhill, L L., et al (2007) 3-Year follow-up of the NIMH MTA study Journal of the American Academy of Child and Adolescent Psychiatry, 46, 989-1002 Jurbergs, N., Palcic, J., & Kelley, M L (2007) Daily Behavior Report Cards with and without home based consequences: Improving classroom behavior in low income, African   41 American children with Attention-deficit/Hyperactivity Disorder School Psychology Quarterly, 22, 358-379 Kahle, A & Kelley, M L (1994) Children’s homework problems: A comparison of goal setting and parent training Behavior Therapy, (25), 275-290 Kazdin, A (1989) Behavior Modification in Applied Settings Belmont, CA: Thomson Brooks/Cole Publishing Co Keith, T (1982) Time spent on homework and high school grades: A large sample path analysis Journal of Educational Psychology, 74, 248-253 Kelley, M L (1990) School-home notes: Promoting children’s classroom success New York: Guilford Press Kelley, M L., & McCain, A P (1995) Promoting academic performance in inattentive children: The relative efficacy of school-home notes with and without response cost Behavior Modification, 19, 357-375 Lam, A L., Cole, C L., Shapiro, E S., Bambara, L M (1994) Relative effects of self monitoring on task-behavior, academic accuracy, and disruptive behavior in students with behavior disorders School Psychology Review, 23, 44-58 Langberg, J.M., Arnold, L.E., Flowers, A.M., Altaye, M., Epstein, J.N., & Molina, B (2010) Assessing homework problems in children with ADHD: Validation of a parent-report measure and evaluation of homework performance patterns School Mental Health, 2, 3-12 Loe, I M & Feldman, H M (2007) Academic and educational outcomes of children with ADHD Journal of Pediatric Psychology, 32, 643-654 Lyneham, H., Abbott, M., & Rapee, R (2006) Interrater reliability of the Anxiety Disorders Interview Schedule for DSM-IV: Child and parent Journal of the American Academy of Child and Adolescent Psychiatry, 46, 731-736 Ma, H H (2006) An alternative method for quantitative syntehesis of single subject researches: Percentage of data points exceeding the median Behavior Modification, 30, 598-617 McCain, A & Kelley, M L (1993) Managing the classroom behavior of an ADHD preschooler: The efficacy of a school-home note intervention Child & Family Behavior Therapy, 15, 33-44 McCain, A & Kelley, M L (1994) Improving classroom performance in underachieving preadolescents: The additive effects of response cost to a school-home note system Child & Family Behavior Therapy, (16), 27-41   42 Kelley, M L & McCain, A (1995) Promoting academic performance in inattentive children: The relative efficacy of school-home notes with and without response cost Behavior Modification, 19, 357-375 Meyer, K & Kelley, M L (2007) Improving homework in adolescents with attentiondeficit/hyperactivity disorder: Self vs parent monitoring of homework behavior and study skills Child and Family Behavior Therapy, (29), 25-42 Miller, D L & Kelley, M L (1994) The use of goal setting and contingency contracting for improving children’s homework performance Journal of Applied Behavior Analysis, 27, 73-84 Palcic, J L., Jurbergs, N., & Kelley, M L (2009) A comparison of teacher and parent delivered consequences: Improving classroom behavior in low-income children with ADHD Child & Family Behavior Therapy, 31, 117-133 Pfiffner, L J & O’Leary, S G (1987) The efficacy of all-positive management as a function of the prior use of negative consequences Journal of Applied Behavior Analysis, 20, 265-271 Power, T.J., Werba, B.E., Watkins, M.W., Angelucci, J.G., & Eiraldi, R.B (2006) Patterns of parent-reported homework problems in ADHD-referred and non-referred children School Psychology Quarterly, 21, 13-33 Raggi, V., Chronis-Tuscano, A., Fishbein, H., & Groomes, A (2009) Development of a brief, behavioral homework intervention for middle school students with attentiondeficit/hyperactivity disorder School Mental Health, (1), 62-77 Robin, A (1990) Training families with ADHD adolescents In R A Barkley (Ed.), Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (pp 462-497) New York: Guilford Press Robin, A (1998) ADHD in adolescents New York: Guilford Press Robin, A L (2006) Training families with adolescents with ADHD In R A Barkley, Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (Third Edition) (pp 499-546) New York: Guilford Press Sprick, R & Borgmeier, C (2010) Behavior prevention and management in three tiers in secondary schools In M R Shinn & H M Walker (Eds.) Interventions: for Achievement and Behavior Problems in a Three-Tier Model Including RTI Bethesda: NASP Publications Trautwein, U (2007) The homework-achievement relation reconsidered: Differentiating   43 homework time, homework frequency, and homework effort Learning and Instruction, 17, 372-388 Wechsler, D (2004) WISC-IV Technical & Interpretive Manual San Antonio: Harcourt Assessment Inc Witt, J.C & Elliot, S N (1982) The response cost lottery: A time efficient and effective classroom intervention Journal of School Psychology, 20, 155-161 Woodcock, R., McGrew, K & Mather, N (2001) Woodcock-Johnson III, Test of Achievement, Itasca, IL: Riverside Publishing   44 APPENDIX A: DAILY REPORT CARD Adapted from the BEP (Crone, Hawken & Horner, 2010) Daily  Report  Card   (Adapted  from  Crone,  Hawken  &  Horner,  2010)         Name:                 Date:           Teachers:    Please  indicate  YES  (2),  So-­‐So  (1),  or  No  (0)  regarding  the  student’s  achievement  for  the  following  goals:                                    Goals    Language  Arts                    Math   Science/Social  Studies            Specials             Prepared  for  class                1                0                1                0                1                0                1                0             Used  Class  Time  Well                1                0                1                0                1                0                1                0             Participated  in  Class                1                0                1                0                1                0                1                0             Follow  Directions                1                0                1                0                1                0                1                0             Completed  Homework                1                0                1                0                1                0                1                0   TOTAL POINTS                   Daily  Goal     /50          Daily  Score     /50                                                                                                                                                                                       Reinforcement  Received                                                                                                                                                                                                                                      Parent  signature     Teacher  comments:    Please  state  briefly  any  specific  behaviors  or  achievements  that  demonstrate  the  student’s  progress  (If  additional   space  is  required,  please  attach  a  note  and  indicate  so  below)                                                       45 APPENDIX B: HOMEWORK CHECKLIST Homework Checklist Date Wrote down all assignments Yes Handed in all HW Yes No Began HW w/I 30 minutes of arriving home Yes No Completed HW at the kitchen table Yes No Review notes from Class Yes No Completed HW for next day Yes No Allowed parents to review HW Yes No Cleaned out Book Sack Yes No Used Goal Setting Yes No Time Began School work: _ No Time Ended Schoolwork: Work to Be Completed Time Allowed Goal Met? Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Number of Yes’s Number of No’s _   46 APPENDIX C: IRB APPROVAL FORM   47 VITA Stephanie Marie Grant was born in May 1984 in New Orleans, Louisiana She was raised in New Orleans, where she attended Loyola University New Orleans Stephanie received her Bachelor of Arts degree in psychology from Loyola University New Orleans in 2006, before spending a year as a teacher In 2009, Stephanie began her graduate career at Louisiana State University to pursue her doctorate in psychology Stephanie’s research interests include the application of best practices to promote school success of low income and minority populations in schools as well as the community   48 ... consistent with successful homework completion, working in a distraction free environment, recording homework assignments and checking work for accuracy, reviewing notes, or making note cards Homework... (McCain & Kelley, 1993), with increased parental involvement in interventions for younger children The role of parental involvement for younger students may need to be much greater as these students. .. efficient homework completion was emphasized Self-monitoring was explained as a means to achieve these goals Students were instructed in the appropriate steps for establishing a homework routine Students