Self-Management and Parents as Interventionists to Improve Homework Independence in Students With Autism Spectrum Disorders

Abstract

Homework challenges are particularly relevant for students with autism spectrum disorders who demonstrate difficulty maintaining attention, motivation, and developing effective study skills. These challenges are often exacerbated for adolescents with disabilities who face a number of challenges during the middle school years. A multiple baseline design across participants was used to test the effectiveness of an intervention package that included both parent training and self-management strategies. The following study included five middle school students who were currently receiving special education services under the classification of autism spectrum disorder. Results of this study indicate an increase in task independence following the implementation of the intervention package. Implications for practice and suggestions for future research are described.