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ABSTRACT
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 learned the technique through audiocassettes and supplementary written materials and mechanical aids. Parents rated the severity of their children's homework problems at stated intervals. Group 1 learned the technique at the beginning while Group 2 served as waiting list controls for the first 6 weeks. At 6 weeks Group 1 showed a significant reduction (p = < .0001) in mean severity rating while Group 2's mean rating was unchanged. After learning the technique, at 12 weeks Group 2 showed a similar significant reduction in severity rating. Within-group comparisons over time revealed that treatment effects were maintained at the end of 11 months. Ratings suggest that this technique may possibly have an enduring effect on children's ability to assume responsibility for their independent work.
