A CHILDRENS SELF-MANAGEMENT SYSTEM FOR REDUCING HOMEWORK-RELATED PROBLEMS - PARENT EFFICACY RATINGS

This study seeks empirical validation for a behavioral self-management technique to improve homework-related behavior. Forty-two elementary and junior high school students with problems related to homework lear ned the technique through audiocassettes and supplementary written mat erials and mechanical aids. Parents rated the severity of their childr en's homework problems at stated intervals. Group I learned the techni que at the beginning while Group 2 served as waiting list controls for the first 6 weeks. At 6 weeks Group I showed a significant reduction (p=<.0001) in mean severity rating while Group 2's mean rating was unc hanged. After learning the technique, at 12 weeks Group 2 showed a sim ilar significant reduction in severity rating. Within-group comparison s over time revealed that treatment effects were maintained at the end of 11 months. Ratings suggest that this technique may possibly have a n enduring effect on children's ability to assume responsibility for t heir independent work.