Further evaluation of contingencies on lying about homework completion

2021 ◽  
Author(s):  
Corey S. Stocco ◽  
Adam D. Moline ◽  
Stephanie Bowar
Keyword(s):  
Homework Completion

Facilitating Parental Involvement in Speech Therapy for Children With Speech Sound Disorders: A Survey of Speech-Language Pathologists' Practices, Perspectives, and Strategies

2020 ◽  
Vol 29 (4) ◽  
pp. 1987-1996
Author(s):  
Sherine R. Tambyraja
Keyword(s):  
Parental Involvement ◽  
Online Survey ◽  
Speech Therapy ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Speech Language Pathologists ◽  
School Based ◽  
Homework Completion

Purpose This study investigated the extent to which speech-language pathologists (SLPs) facilitate parents' completion of homework activities for children with speech sound disorder (SSD). In addition, this study explored factors related to more consistent communication about homework completion and strategies considered particularly effective for supporting this element of parental involvement. Method Licensed SLPs serving at least one child with SSD were invited to participate in an online survey. Questions relevant to this study gathered information regarding (a) frequency of communication about homework distribution and follow-up, (b) demographic and workplace characteristics, and (c) an open-ended question about the specific strategies used to support parental involvement and completion of homework activities. Results Descriptive results indicated considerable variability with respect to how frequently SLPs engaged in communication about homework completion, but that school-based SLPs were significantly less likely to engage in this type of follow-up. Strategies considered effective, however, were similar across therapy contexts. Conclusion These results suggest potentially important differences between school-based services and therapy in other contexts with respect to this particular aspect of service provision for children with SSD.

Increasing Homework Completion and Accuracy Using Interdependent Group Contingencies

2009 ◽  
Author(s):  
Angeleque Akin-Little ◽  
Steven G. Little
Keyword(s):  
Group Contingencies ◽  
Interdependent Group Contingencies ◽  
Homework Completion

An exploration of homework completion in cognitive behavioral treatments for bulimia-spectrum eating disorders

2022 ◽  
pp. 1-12
Author(s):  
Megan N. Parker ◽  
Kelsey E. Clark ◽  
Adrienne S. Juarascio
Keyword(s):  
Eating Disorders ◽  
Cognitive Behavioral ◽  
Homework Completion ◽  
Behavioral Treatments

Homework Emotion Management at the Secondary School Level: Antecedents and Homework Completion

2011 ◽  
Vol 113 (3) ◽  
pp. 529-560 ◽  
Author(s):  
Jianzhong Xu
Keyword(s):  
Emotion Regulation ◽  
Secondary School ◽  
Emotion Management ◽  
School Level ◽  
Individual Student ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Class Level ◽  
Secondary School Level ◽  
Homework Completion

Background/Context For many children, doing homework becomes an emotionally charged event and one of the most disappointing aspects of school life. It is surprising to note, however, that homework emotion management is noticeably absent from much contemporary homework literature. Purpose The primary propose of the present study was to propose and test empirical models of variables posited to predict homework emotion management at the secondary school level, with the models informed by (a) research and theory on emotion regulation and (b) findings from homework research that alluded to a number of factors that may influence homework emotion management. Another purpose of the present study was to examine whether homework emotion management is related to homework completion, one of the major outcome variables in the homework process. Research Design The study reported here used cross-sectional survey data. The participants were 1,895 students from 111 classes in the southeastern United States, including 1,046 eighth graders from 63 classes and 849 11th graders from 48 classes. Results Results from the multilevel analyses revealed that most of the variance in homework emotion management occurred at the student level, with grade level appearing as the only significant predictor at the class level. At the student level, the variation in homework emotion management was positively associated with teacher feedback, peer-oriented reasons for doing homework, arranging the environment, managing time, and monitoring motivation. Girls reported statistically significant higher scores in managing homework emotion than did boys. Follow-up analyses further revealed that homework emotion management was positively associated with homework completion. Conclusion As most of the variance in homework emotion management occurred at the student level rather than at the class level, homework emotion management was largely a function of individual student characteristics and experiences. The present study further suggests that monitoring motivation and managing time play a predominant role in homework emotion management (compared with other variables included in the present study). Consequently, there is a critical need to conceptualize these variables in the process of emotion regulation in general, and in homework emotion management in particular. In addition, there is a critical need for secondary schools to strategically engage students in the homework process to better manage their emotion while doing homework.

scholarly journals Barriers to Cognitive Behavioral Therapy Homework Completion Scale–Depression Version: Development and Psychometric Evaluation

2012 ◽  
Vol 5 (2) ◽  
pp. 219-235 ◽  
Author(s):  
Judith A. Callan ◽  
Jacqueline Dunbar-Jacob ◽  
Susan M. Sereika ◽  
Clement Stone ◽  
Amy Fasiczka ◽  
...  
Keyword(s):  
Cognitive Behavioral Therapy ◽  
Behavioral Therapy ◽  
Psychometric Evaluation ◽  
Cognitive Behavioral ◽  
Homework Completion

Youth Therapist Strategies to Enhance Client Homework Completion

2010 ◽  
Vol 15 (2) ◽  
pp. 103-109 ◽  
Author(s):  
Carolyn Houlding ◽  
Fred Schmidt ◽  
Diane Walker
Keyword(s):  
Homework Completion

Triumphs and Tribulations of the Flipped Classroom

2015 ◽  
pp. 1198-1219
Author(s):  
Frederick J. Carstens ◽  
Milton Sheehan
Keyword(s):  
Student Engagement ◽  
Social Studies ◽  
Inner City ◽  
Flipped Classroom ◽  
Ninth Grade ◽  
City School ◽  
Homework Completion ◽  
Social Studies Teacher ◽  
Ninth Grade Students

This chapter focuses on the experiences of a Social Studies teacher who has recently introduced the concept of the flipped classroom to his students at an inner city school in Buffalo, NY. Despite his technological issues and struggles with homework completion, his perseverance throughout this process provides valuable lessons for educators seeking to implement similar initiatives in their own classrooms. Ideas for improving student engagement and literacy in the flipped classroom as well as first hand accounts from his ninth grade students are discussed.

Emotion regulation, homework completion, and math achievement: Testing models of reciprocal effects

2019 ◽  
Vol 59 ◽  
pp. 101810
Author(s):  
Jianzhong Xu ◽  
Jianxia Du ◽  
Fangtong Liu ◽  
Bosu Huang
Keyword(s):  
Emotion Regulation ◽  
Math Achievement ◽  
Achievement Testing ◽  
Reciprocal Effects ◽  
Homework Completion

Does Homework “Matter” in Cognitive Behavioral Therapy for Adolescent Depression?

2012 ◽  
Vol 26 (4) ◽  
pp. 390-404 ◽  
Author(s):  
Anne D. Simons ◽  
C. Nathan Marti ◽  
Paul Rohde ◽  
Cara C. Lewis ◽  
John Curry ◽  
...  
Keyword(s):  
Depressive Symptoms ◽  
Cognitive Behavioral Therapy ◽  
Clinical Improvement ◽  
Adolescent Depression ◽  
Behavioral Therapy ◽  
Antidepressant Medication ◽  
Self Report ◽  
Cognitive Behavioral ◽  
Homework Completion ◽  
Over Time

Objective: Examine the degree to which homework completion is associated with various indices of clinical improvement in adolescents with depression treated with cognitive behavioral therapy (CBT) either as a monotherapy and in combination with antidepressant medication. Method: This study used data from the Treatment of Adolescents with Depression Study (TADS), which compared the efficacy of CBT, fluoxetine (FLX), the combination of CBT and FLX (COMB), and a pill placebo (PBO; TADS Team, 2003, 2004, 2005). Current analyses included only TADS participants in the CBT (n = 111) or COMB (n = 107) conditions. Analyses focused on the relations between partial and full homework completion and a dichotomized measure of clinical response, evaluator and self-report ratings of depressive symptoms, hopelessness, and suicidality. Results: Homework completion significantly predicted clinical improvement, decrease in self-reported hopelessness, suicidality, and depression—but not in evaluator-rated depressive symptoms—in adolescents treated with CBT only. These relationships were almost completely absent in the COMB condition. The only significant COMB finding was that partially completed homework was related to decrease in hopelessness over time. Conclusions: These findings suggest that the ability of therapists and clients to collaboratively develop and complete between-session assignments is associated with response to CBT, self-report of severity of depressive symptoms, hopelessness, and suicidality and may be integral to optimizing the effects of CBT when delivered as a monotherapy.

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