Increasing homework completion and accuracy rates with parental participation for young children with Autism Spectrum Disorder

Abstract

Students with Autism Spectrum Disorder often experience difficulty completing homework assignments independently more than students without disabilities. This study examined the use of a daily report card while adding a parent teacher component on the homework completion and accuracy rates of two second grade boys diagnosed with Autism. Parental participation for graphing and reviewing the student data involved the home environment. Researchers found that the use of the daily report card for homework completion and accuracy increased student success with the added parent teacher communication component. The parent teacher intervention increased both students' homework completion by 65% and 38% respectively and accuracy rates by 123% and 30% respectively compared, to baseline sessions. Data showed that the addition of a parent teacher graphing component can be effective with a daily report card to increase parental involvement, while also helping increase homework completion and accuracy rates in students with Autism.