Homework assignments in cognitive and behavioral therapy: A meta-analysis

This meta-analysis (27 studies, N = 1702) examined (a) the effects of homew ork assignments on treatment outcome and (b) the relationship between homew ork compliance and therapy outcome. Results of the primary meta-analyses in dicated a weighted mean effect size (r) of .36 for homework effects and .22 for homework compliance. A moderator analysis (chosen on a priori grounds) was also conducted by partitioning the sample of effect size estimations f irst according to the sample problem type, according to the type of homewor k activity administered, and according to the source and time of homework c ompliance assessment. We hope that the focus of future research will now be diverted from general questions of the benefit of including homework in th erapy, to more specific questions regarding the relative effectiveness of d ifferent types of homework assignments for different client problems.