Self-Management Strategies to Support Homework Completion With Students With Developmental Disabilities

• Published in: Teaching exceptional children Vol. 52; no. 6; pp. 414 - 424
• Main Authors: Sipila-Thomas, Emma S., Cho, Eunsoo, Brodhead, Matthew T.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.07.2020; SAGE PUBLICATIONS, INC
• Subjects: Developmental Disabilities; Expectation; Flow Charts; Homework; Instructional Materials; Learning Strategies; Parent School Relationship; Planning; Reinforcement; Self Control; Students with Disabilities
• ISSN: 0040-0599; 2163-5684
• DOI: 10.1177/0040059920910454

Homework is a task that teachers assign to students that is typically completed outside of class time to supplement in-school academic activities (Olympia et al., 1994) and has demonstrated to have positive effects on academic achievement (H. Cooper et al., 2006). There are many benefits of homework on student learning. Unfortunately, not all students can develop independent homework completion skills and reap the benefits. Students with developmental disabilities particularly struggle with independent homework completion. One approach that may help individuals with developmental disabilities with homework completion is self-management instruction. Given the effectiveness of self-management strategies in providing support to students with developmental disabilities with homework completion, it is important that strategy instruction is included as part of a student's daily routine. This article provides a step-by-step guide for how to teach self-management of homework completion to a student with developmental disabilities.