Improving homework in adolescents with attention-deficit/hyperactivity disorder: Self vs. parent monitoring of homework behavior and study skills

The current study compared the effectiveness of self and parent-monitoring of homework and study skills completion in middle school students with ADHD. Students were trained in the SQ4R (Survey, Question, Read, Write, Recite) study strategy and homework completion skills. In one group, students monitored their homework and study behavior and in the other group parents completed the monitoring. Homework and classroom problems were evaluated using the Homework Problem Checklist (HPC) and the Classroom Performance Survey (CPS). Results indicate that both interventions improved HPC and CPS scores, as well as percent of completed homework compared to a wait-list control group.