SECTION 1: ACADEMIC UNDERACHIEVEMENT

Therapist's Overview
ESTABLISH A HOMEWORK ROUTINE

GOALS OF THE EXERCISE

1. Assess the client's mood and attitude surrounding the completion of homework.
2. Establish general guidelines and/or a routine to help the client complete homework.
3. Complete school and homework assignments on a regular and consistent basis.

ADDITIONAL PROBLEMS FOR WHICH THIS EXERCISE MAY BE MOST USEFUL

• Attention-Deficit/Hyperactivity Disorder (ADHD)
• Oppositional Defiant

SUGGESTIONS FOR PROCESSING THIS EXERCISE WITH THE CLIENT

This assignment is given to the parents of the client who has trouble completing homework in a regular or consistent manner. The parents' responses to the various questions should help the therapist gain greater insight into the factors contributing to the client's failure or resistance to regularly complete homework. The parents are asked to identify the client's mood or attitude surrounding homework. After responding to several questions, the parents are also asked to list three to five guidelines, rules, or interventions that they can implement to help the child complete homework. The therapist should review the parents' responses in a follow-up therapy session and then help the client and parents develop a regular routine for completing the homework.

EXERCISE 1.A
ESTABLISH A HOMEWORK ROUTINE

Educators and therapists have found that providing structure and a routine for a child can help them complete homework on a regular basis. Having a routine can also cut down on the number of arguments between the parents and the child. In this exercise, you are asked to answer several questions that will help your therapist understand your child's moods or attitudes about completing homework. Your answers should also identify some of the problems that have contributed to your child's difficulty with completing homework. The ultimate goal of this assignment is to establish a routine that will help your child regularly complete homework in a timely manner.

1. On the average, how much time does your child spend on homework each night?

   _____ none

   _____ 1 to 15 minutes

   _____ 15 to 30 minutes

   _____ 30 minutes to 1 hour

   _____ 1 to 2 hours

   _____ over 2 hours

2. What is your child's usual mood or attitude when completing homework? Please review the following list and check all that apply.

   _____ Good attitude-willing to do homework without complaining

   _____ Indifferent or "I don't care" attitude

   _____ Bored and/or distracted

   _____ Makes up lies about not having homework

   _____ Often tries to avoid or procrastinate doing homework

   _____ Complains at first, but then settles down to do homework

   _____ Negative attitude-frequent complaints and expressions of anger about having to do homework

   _____ Frequent yelling, screaming, or crying when required to do homework

   _____ Nervous or unsure of self when doing homework

   _____ Gives up easily when encountering frustrating or difficult tasks

   _____ Sad and disappointed in self

   _____ Expects to fail or do poorly

   _____ Other 

3. If your child has developed a negative attitude about homework, what factors or stressors have contributed to your child's negative attitude? 

1. What is usually the best time of the day for your child to complete homework?

   ______ Immediately after getting home from school

   ______ Allow child time to have snack, play, or watch TV for 30-45 minutes before doing homework

   ______ Right before supper

   ______ Right after supper

   ______ Around 7:30 p.m.

   ______ Right before bedtime

   ______ In morning before going to school

   ______ At recess

2. On the other hand, what is usually the worst time of the day for your child to complete homework?  

1. What subject(s) does your child have the most ease with completing homework? 

1. What subject(s) does your child have the most difficulty with completing homework? 

1. What interventions or strategies have you tried to get your child to complete homework? Please review the following list and place a checkmark next to the interventions or strategies you have tried in the past.

   ______ Regular communication with teachers and school officials (e.g., phone calls, emails, read home-to- school notes, etc.)

   ______ Use of "homework hotlines" or school internet services

   ______ Attend after-school program or work with teacher after school hours

   ______ Placement in resource room or study skills class

   ______ Teach study skills

   ______ Use of tutoring services

   ______ Daily/weekly progress notes sent home

   ______ Teach test-taking skills

   ______ Teach child to monitor their own behavior

   ______ Modify amount of homework

   ______ Reward system

   ______ Frequent praise

   ______ Remove privileges for failure to complete homework

   ______ Establish regular homework time

   ______ Other

2. What interventions or approaches have you found to be effective in helping your child complete homework? 

1. What causes your child to lose focus and/or get out of a routine?  

1. What kind of support would you like from the school in helping your child to complete homework? 

1. Now look back over your responses and list three to five guidelines, rules, or interventions that would help your child to establish a routine and complete homework on a regular basis.
   1.  
   2.  
   3.  
   4.  
   5.  

Please bring your responses back to your next therapy session. Your therapist will review your responses and help your child and you to develop a routine surrounding homework.

Therapist's Overview
POSITIVE SELF-STATEMENTS

GOALS OF THE EXERCISE

1. Increase the frequency of positive statements about school experiences and confidence in the ability to succeed academically.
2. Replace negative and derogatory remarks about school experiences and/or academic performance with positive statements that help to build a healthy self-image.
3. Develop a positive coping strategy to effectively deal with frustrations or struggles surrounding learning.

ADDITIONAL PROBLEMS FOR WHICH THIS EXERCISE MAY BE MOST USEFUL

• Anxiety
• Depression
• Low Self-Esteem
• School Refusal

SUGGESTIONS FOR PROCESSING THIS EXERCISE WITH THE CLIENT

Clients with learning disabilities are often troubled by feelings of insecurity and self-esteem related to their frustrations and failures associated with learning. It is not uncommon for clients with a learning disability or academic weaknesses to verbalize negative remarks about their school experiences or academic performance. The purpose of this assignment is simply for the client to replace the recurrent negative remarks about school experiences or performances with more frequent positive remarks. The client is instructed to verbalize at least one positive remark each day about school experiences or performance. The client is encouraged to record the positive statement in a daily log. Emphasize that using this coping strategy on a regular basis will help to improve self-esteem and enable the client to cope more effectively with any school stressors. The exercise can easily be used with clients struggling with depression, anxiety, low self-esteem, or related to other stressors in life.

EXERCISE 1.B
POSITIVE SELF-STATEMENTS

Students who struggle with learning disabilities or weaknesses often express negative remarks about their school experiences or performance. The purpose of this exercise is for you to replace the negative remarks about school with positive statements. You are asked to express at least one positive remark each day about school or your academic performance. Record the comment below along with the date and place where you expressed the positive statement.