1
Supporting Successful Completion of
Homework
Overview
Homework. The eye rolling. The heavy sighing. The procrastination. And that's just the
parents' reaction! Imagine how your learner feels!
The purpose of this module is to assist parents and teachers in finding the right balance
for a successful homework experience for a particular learner. Attention will be given to
the study environment, scheduling, strategies, the building of documentation, and
home-to-school/school-to-home communication.
Pre-Assessment
Pre-Assessment
A learner who requires academic modifications in the classroom probably does not
require modifications for successful completion of homework.
Select an answer for question 216
Only learners with ASD benefit from modifications to the homework environment.
Select an answer for question 217
Homework, in general, is a waste of time and more work for the parents than for the
learner.
Select an answer for question 218
Most learners do not benefit from having a regular homework routine.
Select an answer for question 219
All learners should do their homework immediately after school.
Select an answer for question 220
The modifications used for one student with ASD are the same modifications needed for
another student with ASD.
Select an answer for question 221
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Documentation of and communication about the learner's needs and strengths is solely
the responsibility of the school.
Select an answer for question 222
The setting or learning environment where homework is completed has no impact on
the learner or how efficiently the work is completed.
Select an answer for question 223
Benefits and Challenges of Homework
for Learners with ASD
Traditionally intertwined with school, homework can be beneficial in several areas such
as the extension of classroom instruction, the practice of organizational and study skills,
and the opportunity for parents to know how their learner is doing in school. Homework
can also afford learners the opportunity to discover new areas of interest or become
successful.
For a learner with ASD, however, homework can be a real challenge. Scheduling the
homework time, organizing the study space, quantifying the amount of homework to an
appropriate level (or not at all), and having good communication flow (parent to teacher
and teacher to parent) can all seem overwhelming. In addition, what works for a learner
right now may not work for him next year.
Identifying Your Learner's Needs and
Strategizing for Success
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Not every approach will work successfully with each learner, and an approach that is
successful now may not be successful in the future. Trial and re-trial are necessary to
determine what works best in your particular circumstances. Over time, you may need
to modify your strategies as your learner develops and as you work to expand your
learner's skills.
The success of the strategies in this module will depend on you knowing your
learner. Only you know what works best for your learner, what is successful in your
situation, and what changes need to be made to accommodate your learner. Use this
module as a launching pad for building or modifying the homework environment to
assist your learner in experiencing homework as a successful endeavor.
Physical Needs and Strategies
Examine your learner's physical needs first. Determine whether hunger, exhaustion, a
need for movement, or over stimulation are impacting your learner's ability to do
homework after school. "While the demands of school are exhausting, they can be over
stimulating" (Sakai, 2005, p. 156).
Identifying Physical Issues
1. Does my learner require a snack after school?
Rarely Sometimes Often
2. Does my learner interrupt homework to go the restroom and/or wash her
o
hands?
o Rarely Sometimes Often
3. Does my learner seem stressed from transitioning between school and home?
o Rarely Sometimes Often
4. Does my learner appear desperate to move after sitting at school and on the
bus?
o Rarely Sometimes Often
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Strategies for Success
Hunger: My learner needs a snack after school.
Have learner . . .
o
Begin by washing hands, eating a snack, stretching, using the restroom, and
o
washing hands.
Continue by setting up/organizing materials, working on and finishing homework.
End by putting away materials and tidying the work area.
o
Restroom break: My learner needs a restroom break after school.
Have learner . . .
o
Begin by using the restroom, washing hands, eating a snack, and stretching.
o
Continue by setting up/organizing materials, working on and finishing homework.
End by putting away materials and tidying the work area.
o
Calming after transition: My learner needs a calming activity after school.
Have learner . . .
o
o
o
Begin with breathing exercises and stretching, using the restroom and washing
hands, and eating a snack.
Continue by setting up/organizing materials, working on and finishing homework.
End by putting away materials and tidying the work area.
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OR
Have learner . . .
o
o
o
Begin by feeding and observing the pet (fish, hamster, cat, dog), washing hands,
eating a snack, using the restroom, washing hands, and stretching.
Continue by setting up/organizing materials, working on and finishing homework.
End by putting away materials and tidying the work area.
Movement: My learner needs movement after sitting still in school.
Have learner . . .
o
o
o
Begin with 10 jumping jacks, stretching, using the restroom, washing hands, and
stretching.
Continue by setting up/organizing materials, working on and finishing homework.
End by putting away materials and tidying the work area.
OR
Have learner ...
o
Try study time after dinner instead of right after school.
OR
Have learner...
o
Try some large-muscle movement. Start after-school study time with a jog, a walk,
jumping on the mini-trampoline, etc. Use this time to just work on large-motor
movement or combine the exercises with learning activities. For example, the use
of headphones can make mobile learning material out of audio books or
educational songs (e.g., Schoolhouse Rock). Exercising with a partner can afford
the opportunity to practice rote material such as spelling words or basic math facts
by alternating who gives the answer. The learning activity can ease the learner into
study time.
OR
Have learner...
o
Allow your student to experience the stimulation of small-muscle movement while
working on homework. Examples include:
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o
o
o
o
Chewing on coffee stirrers
Squeezing a ball on the end of a pencil or functional fidget like "Fidget Write
Pen" (onionmountaintech.com)
Sitting on an exercise ball or in a rocking chair
Reading in a hammock
Attention Needs and Strategies
Different learners have different challenges staying focused on their work.
Understanding your learner's attention issues will help you help the learner stay on task
and refocus when necessary.
Identifying Attention Needs
Think about your learner as you answer the following:
o
How much one-on-one supervision does my learner need to stay on task and
complete the task?
Little Frequent Constant
o
How easily does my learner refocus on a task after an interruption?
Easily Struggles Melts Down/Cannot Refocus
o
Does my learner refocus on a task after an interruption?
Rarely Sometimes Never
o
How long can my learner sit and pay attention? _____________________
o
How long can my learner sit and work independently? _______________
o
How long can my learner work when prompted? _____________________
Strategies for Success
If your learner has attention issues, there are several strategies you can try to help your
learner stay on task. Try one or more of the following.
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1. Build an effective schedule. Make sure the schedule meets your learner's
physical, emotional, and cognitive needs. See Building Your Learner's
Schedule in this module.
2. Use a visual schedule to help your learner stay on task. See the Visual
Strategies module.
3. Help your learner prioritize homework. One strategy is to start with the most
difficult or least favorite subject to get it out of the way first.
4. Check the learning environment. Pay careful attention to the physical
elements (auditory, visual, tactile) to make certain the work area is set up for
the best possibility for success for your learner. See Creating an Effective
Learning Environment in this module.
5. Prompt your learner. Use reminders at regular set intervals to track your
learner's progress. Gradually increasing the time between intervals can lead
to a more independent homework routine. Another strategy is to prompt at
irregular intervals to avoid habituation.
6. Praise your learner. Given at either regular or irregular intervals, depending
on your learner (see #5), praise of on-task behavior can motivate your learner
toward success. Give praise in the manner that is most effective for your
learner. You may give tokens or items that can be exchanged for a motivator
in your learner's area of special interest (i.e., 5 tokens given for on-task
success in homework can be exchanged for 10 minutes of computer time
after homework is complete).
7. Consider using a coach/mentor or a tutor. If your learner requires further
explanation or instruction of the material, a tutor may be appropriate. On the
other hand, if your learner needs an example of how to work steadily and
reminders to stay on task, a coach or mentor may be all that is needed.
Note: Trial and re-trial may be required to ascertain what works best in your situation. If
you are not having success, don't be afraid to try something different.
Adaptability Needs
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Adaptability needs
The pace of life is hectic for most of us. Add in a child who does not adapt well to
change, and you have a time bomb in the back seat of your car waiting to explode
between the dentist's office and the soccer field. In a best-case scenario, a learner with
adaptability issues would be able to come home at the same time each day and go
through the same homework schedule each day, but that is not what happens in the
real world.
What about families with multiple children who have after school activities? When
should the other scheduled activities take place such as doctor appointments, sports
practices, and games, not to mention the unscheduled things that pop up like last
minute but necessary runs to the bank or the grocery store? To help identify adaptability
issues, ask yourself the following questions.
o
If my learner doesn't do his homework immediately after school, is he unable or
unwilling to do it later?
Rarely Sometimes Often
o
Is my learner bothered if her routine is unexpectedly changed?(Does she adapt
easily? Does she struggle but regain focus? Does she melt down and become
incapacitated?)
Rarely Sometimes Often
o
In general, how often do schedule conflicts occur that will interrupt the typical
routine (allergy shots, doctor appointments, sports practices and games)?
Rarely Sometimes Often
o
Is my learner extremely concerned about the exact times when activities finish or
how long they last?
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Rarely Sometimes Often
o
How much variance in work time can my learner tolerate each day?
o None-it has to be the same amount of time/work each day
o 10-15 minutes per day
o 15-30 minutes per day
o 30-60 minutes per day
o Very adaptive-can tolerate large swings in amount of work daily
Adaptability Strategies
The frequency of after school interruptions to the homework routine and how your
learner reacts to change will clue you in to how rigidly to construct your learner's
homework schedule. You will need to decide what your primary goal is for your learner.
Is the completion of the homework more important (or more urgent), or is using your
entire family's schedule as a way to build adaptability in your learner by stretching his or
her tolerance for change an important goal for you? Only through knowing your learner
and your particular situation can you make that decision.
Rigid schedule/location
Rigid schedule/location. If it is essential that your learner complete his or her school
work in a particular time frame, and if your learner is unable to adapt to even slight
change, you will probably need to follow the same, rigid homework schedule in the
same location each day. If other obligations require you to be absent, you will probably
need to find a coach or mentor to meet with your learner to avoid a change in schedule
or location.
Case Study: Aaron
Homework time can be difficult for Aaron. Working to be focused and on task all day at
school is exhausting and the bus ride home is unsettling. When he gets home, Aaron
calms himself by shooting 21 baskets (3 sets of 7) and having a snack before beginning
his homework. He must execute his homework routine precisely and consistently.
Deviations from this routine cause major meltdowns which lead to an inability to refocus
and, therefore, homework not being completed.
Aaron's homework area is two used desks that sit side by side in the corner of the den
facing one wall. Above the two desks is a cupboard with supplies. Frequently used
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supplies are on the lower shelf. Less used supplies are on the upper shelf. The lighting
is somewhat dim-two 40 watt soft white incandescent bulbs are used because Aaron
cannot tolerate fluorescent lighting. A large air filter with a loud, steady fan provides
white noise. The room must be warm, but not hot.
There are two desks in Aaron's study area because Aaron needs a homework coach.
Usually his mom or his sister, Emily, sit beside him and write or read while he does his
homework. The homework coach reminds Aaron to stay on task and helps him when
required. Without a homework coach, Aaron gets distracted and off task. Because he
often has questions or gets frustrated, his homework coach can quickly help him resolve
the problem before he has a meltdown.
Unfortunately, Emily has asthma and needs weekly allergy shots. Because Aaron's
homework routine is not flexible, Aaron's parents found a trained companion to be
Aaron's homework coach for Tuesdays, Emily's shot day. His parents helped Aaron
adjust to the homework coach over a few weeks' time while Aaron's mom was home
and nearby. Though difficult at first, Aaron now looks forward to Tuesdays and enjoys
spending time with his homework coach. The homework coach will even come when
Aaron's mom needs to leave for other appointments.
Aaron has almost no tolerance for change in environment or schedule when it comes to
homework time. His family's schedule forced them to find a trained companion to be
with Aaron at times. This freedom has helped ease a lot of stress.
Moderately adaptive schedule/location
Moderately adaptive schedule/location. If your learner is capable of adjusting to
minor changes, you may be able to moderately adapt the schedule or location. How
much you vary the time frames and whether or not you vary the location will depend on
your learner's adaptability. Similarly, whether or not you need a coach/mentor will
depend on how adaptable your learner is and how many major interruptions you will
face during the school year.
Case Study: Miguel
Miguel is flexible about the time frame of his homework but not the location. Sometimes
Miguel does his homework in the afternoon before supper. Other times Miguel is
exhausted from school when he comes home and not ready to start the homework
routine until after supper.
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Miguel helps his mother clear off the dining room table. It must be completely clean of
dishes and all clutter. It is important for him to possess the entire workspace. All of
Miguel's supplies and assignments are in his backpack. He spreads out his materials
and his work on the table. He sits with his back to the kitchen so that the sounds and
sights of his mom working in the kitchen are not distracters. Knowing his mom is nearby
helps Miguel to stay on task, and he requires very little prompting.
One of Miguel's biggest challenges with homework is that he has no concept of time. If
he agrees to start his homework in a little while, a couple hours could pass without him
moving towards the task. Miguel feels that he has been working for hours even if only a
few minutes have passed. He feels that the homework task will drag on forever and that
there is no relief in sight. The use of a kitchen timer that visibly shows the passing of
minutes (not seconds - that is too distracting) has been a big help to Miguel. When
Miguel sits down to do his homework, he does his quick, easy assignments first. This
builds his confidence. Then he starts the more challenging work. Miguel sets the timer
for 20 minutes. As the work progresses and the timer counts down the minutes, Miguel
can glance at the timer and see how it has moved. Knowing he won't get lost in the time
helps Miguel relax. At the end of 20 minutes, the timer goes off. Often the more
challenging assignments are not yet complete. Miguel resets the timer and is ready to
work again. If he becomes too overwhelmed with a challenging task, it is okay for him to
take a break. He sets the timer for 10 minutes and walks around or uses the restroom.
When he returns, he resets the timer for twenty minutes and goes back to work.
Miguel successfully completes his homework whether he does it after school or after
supper, but his homework area needs are not flexible.. A timer helps him manage his
time, stay on task, and remain confident that the homework time will come to an end.
Case Study: Sarah
To avoid becoming distressed and agitated, Sarah must do her homework right after
school. She is adaptive about the location but not the time frame. Sarah has two
brothers who participate in multiple sports and have practices and games daily after
school. The family has adapted by creating a mobile learning environment that meets
Sarah's needs. During outdoor sports and practice seasons, Sarah's mom parks
adjoining the practice field, and Sarah completes her work in the back of the van. She
unfolds a lightweight cardboard study carrel around her to help her to focus. Clip on
book lights help her control the lighting. Noise blocking head phones help her
concentrate. She uses a clip board for a solid writing surface. Her supplies are in a
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small latching craft carrier. She lies on her stomach. During basketball season, Sarah
and her mom set up her mobile study center in a corner that is sheltered by the
bleachers. Again Sarah lies on her stomach to do her work. She rests her chest and
elbows on a gardening kneeling pad to be more comfortable. Her mother sits nearby on
the bleachers and deflects any incoming balls.
Sarah can work in many settings with her mobile homework station and noise blocking
headphones. When she is at home, she sets up her work station in her bedroom on the
floor next to her bed. She really prefers lying on her stomach. Getting her work done as
soon as possible after school is very important to her.
Adaptive schedule/adaptive location
Adaptive schedule/adaptive location. If tolerated by your learner, an adaptive schedule
or adaptive location might give you the flexibility you need to accommodate a busy
family life and/or those unpredictable/unscheduled occurrences that come up in
everyday life. You may be able to vary locations for homework (i.e., doctors' offices or
soccer games) if your learner is somewhat adaptive and is not easily distracted. Noiseblocking headphones and/or a portable study carrel may help keep your learner on task.
Organizational Needs and Strategies
Organizational Needs
o
Does my learner lose or forget to bring home assignments?
Never Sometimes Often
o
Does my learner get distracted in the middle of homework looking for supplies or
resources?
Never Sometimes Often
o
Does my learner lose or forget to turn in completed assignments at school?
Never Sometimes Often
o
Does my learner complete an assignment in advance and then misplace the
completed work before the due date?
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Never Sometimes Often
o
Does my learner have difficulty prioritizing homework tasks?
Never Sometimes Often
Organizational Strategies
The following are tools and processes that may help your learner with organization.
Because the same strategy does not work for every learner, it is important to try a
strategy, allow for an adequate practice time, see how well it works, and adjust as
necessary.
Use a student's daily planner/agenda with spaces labeled for each course. Your
school district may supply planners or may recommend one that has worked well.
Consistent, accurate completion is paramount. A teacher, aide, or para should be
assigned to check daily for completion until the student has mastered this skill. After
that, it is a good idea to conduct spot checks to make certain the success continues.
Small rewards for success are appropriate.
Use sticky notes of various sizes and colors to help draw attention to important
items.
2" square notes can be used for:
o
Small notes or instructions such as "complete sentences" or "due Tuesday"
o
Sticking on text-books with assignment "read pgs 44-51"
o
Making a note with questions to ask "Due Tues?" or "On final exam?"
3" x 5" or larger lined Sticky notes can be used for:
o
Simple instructions for learners with large handwriting are helped by the lines
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o
Complex notes or instructions given in class or copied from the board such as:
Make mind map
Turn mind map into outline
Write 1st draft
Make corrections
Use pen for final draft
Use different colors of sticky notes to help identify various subjects (yellow for
Math, green for Science) or task types (orange for read this, pink for write this).
Collect used sticky notes from a project on a piece of paper or put together in an
envelope. They can then be reviewed with the learner to talk about the process and
how organization works.
Use expandable folders with multiple slotted tabs to label:
o
o
o
"Hot Items" for work to completed and turned in right away
"Class Notes/Handouts"
"Graded Work"
Use electronic organization to go paperless. If available, your learner can use a
handheld computer to download work at school and upload it at home. After completing
the work at home, the student can upload work to the handheld and return it to school.
Flash drives can be used in the same way.
Another option is for the learner to email himself assignments from school and open the
attachment at home. After completing the work, he can email the finished work to
himself or to the teacher to open at school. Additionally, there are web sites that can be
used to store and retrieve documents, which can then be accessed through the web
when needed.
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RootsandWingsCo.Blogspot.com
Establish at home supplies/materials system that works for your learner. A small
tool box, craft container, or caddy can be stocked with supplies such as pens, pencils,
scissors, a ruler, a compass, a calculator, markers, etc. Computers, dictionaries, and
other resources may also be included, if appropriate.
Arrange a triage system. The triage would consist of two phases that can be used at
home and at school and repeated as necessary.
o
Check-in occurs upon arrival at home or school. The adult (teacher or parent)
o
evaluates with the learner what materials are needed to complete the assignments.
Appropriate items are located, and the learner is now ready to start.
Check-out occurs before leaving. Before leaving school, an adult reviews the
student's planner/agenda. Assignments, textbooks, and materials needed are
located and confirmed to be in the backpack as the learner leaves for home. The
home version of check-out take place at the end of homework time by placing the
backpack (containing the materials and assignments to be returned to school) in a
designated spot such as a shelf by the door, in the vehicle that will take the child to
school the next day, etc. An alternative is to do check-out in the morning before
leaving for school. Some families do check-out both at the end of homework and in
the morning.
Academic Needs
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Completing profiles can assist with communication and understanding individual needs
by both parents and professionals. This module provides three of these resources:
o
o
o
The Academic Profile for Following Directions, Reading, Writing, and Math
The Academic Profile for Science, Social Studies, Art, and Music
Academic Profile for Verbal
These profiles are designed to be completed jointly by parent(s) and the classroom
teacher(s). If the learner is up to the task, his or her participation may be beneficial as
well. Completing these profiles jointly increases understanding between school and
home and can point out challenges the learner has in one environment but not the
other. For instance, a learner may be able to do 30 minutes of silent reading wearing his
noise-cancelling headphones and wrapped in an electric blanket at home, but may only
be able to do 10 minutes of silent reading at school. If it is not possible to complete
either profile jointly, complete it individually and arrange for a meeting to compare notes
to identify areas of success and areas of challenge for your learner.
Your school or school district may use a different profile that is more extensive or
includes a more precise or district-specific skill list. Regardless of which instrument is
used, the critical issue is to come to an agreement about the learner's Range of Ability
(strengths and challenges in a variety of academic skills), Range of Response (how the
learner responds emotionally to those activities), and a resulting strategy. The joint
homework strategy should include (a) quantities such as time limits, writing limits, and
reading limits; (b) alternative activities; and (c) accommodations.
Range of Ability
In this area, you focus on your learner's ability to perform a specific activity. Refrain from
focusing on whether or not your learner likes the activity. This section is about ability.
Use the following scale:
1. If this is an area of strength or high achievement for your learner
2. If your learner has an average ability in this area. A "2" is appropriate if your
learner neither excels or struggles in this area
3. If your learner struggles with the activity but is able to complete it
4. If your learner is absolutely unable to complete the activity. This level may
indicate that prerequisite skills are missing and that your learner is not yet
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ready for the activity. More seriously, but less likely, a 4 may indicate an
ongoing deficit for learning this type of skill
Range of Response
Here you will be evaluating your learner's emotional response to the individual activity.
Judging a learner's emotional response is subjective. Use the following criteria to help
you identify the appropriate level:
o
o
A = If your learner seems calmed, soothed, or positively energized by this activity
B = If your learner has no emotional response to the activity. "B" is appropriate if
your learner completes the activity without complaint or without showing
o
o
enthusiasm
C = If your learner has a mild negative reaction to the activity. A mild negative
reaction could include a negative facial expression, mild complaining, or struggling
to complete the activity. Stalling may also be a negative response (which can be
overcome with prompting)
D = If your learner has a severe negative reaction to the activity. A severe negative
reaction would include absolute refusal to complete the activity or any kind of
severe emotional meltdown (tears, shouting, thrashing about, throwing things, and
door slamming).
Resulting Strategy
In this part of the worksheet, you will combine your understanding of your learner's
abilities with your observations of her emotional response to create a personalized
strategy for homework assignments. Communication and agreement at this point in the
process between the parent(s) and teacher(s) are critical. Some items will create a
great deal of discussion, and some items will require negotiation.
Increase. Mark this column to increase the use of a specific activity. It may seem odd to
increase a homework activity. For learners on the autism spectrum, however, it may be
useful to take advantage of a special interest the learner has. For example, if your
learner is a strong visual learner and an enthusiastic artist (but cannot tolerate reading
assignments), communication through art could be increased. A poster or diorama can
be an excellent way for a non-writer to give a book report or history report.
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Maintain. Mark this column to keep the use of a specific activity at the standard level. If
the learner is able to do the activity and can tolerate the activity emotionally, this is the
column to mark.
Reduce. Use this column to indicate a need to cut back the use of this activity. If your
learner is able to complete the activity but struggles emotionally, reduction may be the
appropriate strategy. Many learners can tolerate only one fourth to one third of the
number of math problems or spelling words assigned to be practiced at home (Bennett
& Kalish, 2006).
Replace. Use replace when a specific learning activity is inappropriate for your learner.
If your learner absolutely cannot do the task and/or has a high or incapacitating level of
frustration with a given activity, replacing with a different type of learning is suggested.
Return to the academic strategy section and review options. Additionally, the classroom
teacher or special education teacher may be able to provide accommodations
specifically suited to your learner.
Once the worksheet is completed, both the parents and teachers should have a copy
along with the narrative describing the modifications that have been agreed upon for the
learner. Parents and teachers should continue to monitor the learner's progress and
communicate on an ongoing basis if they think change is warranted.
Academic Strategies: A tool chest of
options
If the resulting strategy for an academic activity is to reduce or replace the activity, use
the following Tool Chest ideas to make the change. These are intended to be ideas to
be used or to jump start the thought process in thinking of different alternatives. Keep in
mind that one strategy may not work throughout the educational process of the learner
General Tools and Options
Make no modifications. Keep the assignment as is, and just make the learner work
through it. Examples include:
o
o
No change in methods of activity
No change in work quantity or time frame
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Connect with your school's resource persons. These people can help you create
strategies for your learner:
o
o
o
o
o
Classroom teacher
Reading specialist
Math specialist
Occupational therapist
Special education teacher
Check that the homework area supports your learner's individual needs. See Building
an Effective Learning Environment in this module.
Support your learner with effective tools. Examples include:
o
o
o
Pen or pencil grips
Reading Helper window
Bar magnifier for enlarging print
Reduce by shortening the length of the assignment. Examples include:
o
o
Fewer items on a worksheet
Two minute speech instead of a five minute speech
Reduce by extending the time frame. Examples include:
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o
o
A five page paper becomes subsequent assignments of one page due each day
with a rewrite (for unity) after the 5th page.
A science project to be completed over a weekend could be stretched over two
weeks with specific parts due on specific dates.
Alter or replace all or part of an assignment.
o
o
Written assignment could become a Power Point presentation
Sculpting activity could become a drawing on paper
Reading Tools and Options
These options may: help your learner when he or she is learning to read; help
your learner with elements of language and literature; and help your learner when
reading for content.
Ask for help and resources from the school. There may be level-specific tools to
help your learner decode words and comprehend meaning. Examples include:
o
School's reading teacher and/or special education teacher
o
District reading specialist
Experiment with print size and quality.Vision matures at different rates, so what
works for one student may not necessarily work for all students.
o
o
o
Make sure print is large enough
Make sure text has adequate spacing-not too crowded
Make sure print is dark enough and clear enough-not overcopied
Provide material for your learner to highlight. Using a highlighter helps improve
focus and makes the learner interact with the material in identifying critical items. Your
learner may need coaching to identify what is critical. Additionally, highlighting helps the
learner see her progress and have confidence that the assignment will come to an end.
Obtain audio tapes or compact discs identical to the reading material.. Listening
while reading may help the learner to focus and improve both concentration and
comprehension. While listening, reading, and highlighting at the same time can be
helpful, it can also overwhelming learners.
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Try a different learning channel. The concepts of many elements of language and
literature can be introduced through methods other than reading. Symbolism, plot,
character, and conflict can be taught through songs, comics, graphic novels, photos,
and videos. A short reading sample can then be used to help the learner see how the
element appears in reading. For example, Mark Twain's story about Tom Sawyer
getting his friends to pay to do his work painting Aunt Polly's fence could be depicted in
comic strip fashion or through a video clip. The learner could describe Tom's character
from what she has seen. Then as the learner reads the same section from The
Adventures of Tom Sawyer, she will be better able to see how the writer used the
narrative to show the reader Tom's character.
Use back-up sources for content learning. Reading for content such as history or
science is difficult for many learners. It is good to have alternative learning sources of
different types for content learning. Video, photos, charts, maps, diagrams, comic strips,
and hands-on are all good alternatives for content learning. Physical and virtual tours
(http://www.ipl.org/div/aplus/ or http://www.ipl.org/div/kidspace/) are also great tools.
Try reading upside down. Some learners see and think more clearly in odd positions.
If your learner wants to read lying on the couch with her feet up and head dangling
down, let her.
Writing Tools and Options
22
The following ideas may help your learner as he or she practices making letters,
words, and sentences, and may help your learner organize thoughts for writing
paragraphs.
Ask for help and resources from your school. The following professionals may be
able to teach your learner hand strength and coordination exercises. They may also be
able to connect you with assistive technology such as pencil grips, handheld computers,
or laptops.
o
Your learner's classroom teacher
o
Your school's occupational therapist
Your school's special education teacher
o
Ask for an observation and/or evaluation of your learner's gross-motor and finemotor skills by the occupational therapist.Many learners are not biologically ready to
learn to write when the curriculum introduces this skill. The muscles of the fingers are
often not strong enough or coordinated enough for the fine-motor activity of writing. The
occupational therapist will observe how your learner uses the large muscles (gross
motor) for activities like walking, running, jumping, and crawling. The therapist will also
observe how well your learner uses his fingers for small movement (fine motor)
activities such as picking up small items, using tweezers, or buttoning buttons. It is
critical to know your learner's readiness for writing before you try pushing him.
Ask your occupational therapist for hand strengthening activities. Squeezing a
tennis ball or working with clay dough are only a couple of options.
Ask your occupational therapist for fine-motor coordination activities. Maybe your
learner will pick up beads with tweezers or use a large needle to thread them on a
string. If one activity does not work with your learner, there are several to try.
Go big. Using a 3 x 4' dry-erase board or chalk board mounted on a wall, make a
single, giant sample of the letter to be practiced. (Note: If the surface is slightly wet
when you put up your sample, it does not erase easily.) When your learner is starting to
learn a new letter, if it helps, stand behind her and guide her hand in the shape of the
letter on the board. In a different color, have your learner trace over your giant letter
several times. DO NOT be fussy about neatness. The goals of this activity are for the
learner to get the feel of the shape of the letter while using the larger muscle groups of
the shoulder and arm instead of the smaller muscle groups of the hand and fingers. As
23
you practice the letter over several days collect and talk about objects that start with that
letter. Practice making the sound the letter makes.
Switch to colored paper. Penmanship practice paper is available in a variety of colors.
Colored markers can be helpful unless a child cannot deal with the smell or the fact that
the markers are not erasable. Black lined paper and gel ink pens are a great alternative.
Practice handwriting to music. A great book/ CD program for this is Callirobics,
Handwriting Exercise to Music by Liora Laufer (http://www.callirobics.com/index.html)
Try Scrabble variations. Scrabble tiles allow the learner to experience word, language,
and writing activities without struggling to manually shape the letters.
o
o
o
o
o
o
o
o
Get extra tiles (add more blanks or buy an extra set of vowels through the Internet.)
Place all tiles letter side face up on table allowing for deliberate selection.
Use more tiles per turn. Nine tiles fit neatly on the tray. Using 10, the end tiles stick
out.
Allow famous names like Lincoln or Sacagawea.
Allow acronyms for special situations like studying government or biology.
Give double or triple score for creating/using a word on a list (spelling, vocabulary,
states, etc.). Play can be partners or individuals. Tiles face letter side up on table.
Team mates play side by side and using both trays of letters try to get the best
score possible working from their list. This is a great option for longer vocabulary
words. Individual play also works, but may require each player to have two trays.
You may want to add an extra set of letters.
Try single-word type. For example, all words must be nouns (a person, a place or
thing like mother, gym, or toy). Proper nouns and capitalized places are OK. Other
versions include adjectives (words that describe nouns like round or young), verbs
(action words like kicks or sings), adverbs (words that describe verbs like slowly or
loudly), etc.
Try without the board. Make words, phrases and sentences on a table or floor.
Word Wall. Help your learner make giant cards for a base word set by putting single
words on precut strips of poster board. The surface of your word wall will determine how
the cards attach. If your wall is cork, the word cards will attach with push pins. If the wall
is felt, use Velcro. The student uses the cards to make sentences. Your base words
should fit into large, labeled envelopes: (a) nouns (persons, places, things); (b)
pronouns (take the place of nouns); (c) verbs (being or action); (d) adjectives (describe
24
nouns); (e) adverbs (describe verbs); (f) prepositions (tell relationship or position); and
(g) articles. A sample base word list includes:
o
o
o
o
o
o
o
o
Nouns: car, cat, house, church, tree, fence, school, Mr. Brown, Daniel, Julie, Jamal,
Ms. Baker, coat, shirt, pants, dress, ball, bat, water
Pronouns/possessive pronouns: I, you, he, she, it, they, we, my, your, his, her, its,
their, our,
Verbs: is, am, are, will, will not, can not, go, going, goes, went, run, runs, running,
ran, hit, hits, hitting, wash, washes, washing, washed, wear, wears, wearing, wore,
climb, climbs, climbing, climbed, hide, hides, hiding, hid, paint, paints, painted,
swim, swims, swimming, swam
Adjectives: tall, short, wide, long, narrow, blue, yellow, red, gold, funny, silly, lonely,
friendly, angry, happy
Adverbs: slowly, quickly, gently, angrily, happily
Prepositions: into, at, on, over, beside, above, around, over, behind, below, of
Articles (make four each of these): a, an, the
Punctuation (make four of each): period, comma, semicolon, colon, exclamation
point, question mark and an underline card for identifying where capital letters
should be indicated
Add spelling words, vocabulary words, and phrases gradually. It is good to start with
prepositional phrases such as over the top, around the corner, and in the center
The words may also be used on a flat surface such as a table or the floor. Word cards
as described above are used with either fabric self-stick or magnets on the back
depending on the surface on which they are placed.
(Magnetic words can be used on your refrigerator or other metal surface in the same
manner as a word wall. Magnetic words are much smaller. They can be purchased at
most book stores and teacher supply stores.)
Brainstorm and organize by using mind mapping. Mind mapping helps generate
ideas and organize them for writing. Two good source books for mind mapping are It's
About Writing by Kathy L. Balsamo and Thinking is the Key by Nancy L. Johnson.
Math Tools and Options
25
The following may help your learner when learning math concepts, memorizing
facts, and completing assignments.
Ask for help and resources from your school. These professional can provide
specific math hints and tools such as manipulatives, visual examples, work sheets, and
games:
o
o
o
Your learner's math teacher
Your school's math specialist and/or special education teacher
Your school district's math specialist
Use manipulatives to demonstrate skills and concepts. Manipulatives are small,
uniform objects that are flat on the bottom (so they don't roll away). They are effective in
showing learners how different concepts and skills work. The learner can use
manipulatives to duplicate the problem you just demonstrated or to solve similar
problems. Manipulatives are effective in teaching counting, number value, addition,
subtraction, multiplication, and division. The hands-on nature of manipulatives helps
learners to build a mental understanding beyond the sound of the words.
Obtain visual examples of the concepts your learner is exploring. Visual examples
in the form of photos, drawings/illustrations, charts, and graphs are critical. Visual
examples help your learner understand math concepts by helping her create a mental
visual picture in her mind.
Use games to practice skills. Examples include:
o
Physical games -Uno (number identification), Sorry (number identification/counting),
o
War (math facts)
Electronic games
Computer games
o
Make the problems vertical. Many learners see better vertically (up and down) than
horizontally (left to right). Help your learner convert the problems or ask your teacher to
provide the problems in a vertical format.
Divide and conquer. If your learner gets overwhelmed by looking at a worksheet of
math problems, cut the worksheet into strips of problems. This helps the learner focus
and be less distracted by the remaining problems. As each strip is completed, the
26
learner also becomes aware that there is an achievable end. Staple the completed lists
together to return to school to show that all the work has been done.
Use a window to reduce visual clutter around the problem to be solved.Does your
learner do only the problems along the outside edges of a worksheet? If so, he may
have difficulty visually finding a single problem among a page of problems or among
distracting clip art. You can help your learner focus on individual problems by using a
"window". There are two types of windows-transparent, colored windows and the double
"L"-shaped window. The transparent, colored window resembles a small cardboard
frame with a transparent, colored or clear window in the center. The colored window is
placed on each problem individually. The cardboard frame surrounding the window
helps to isolate the problem being completed. The Double "L" is made using two "L"
shaped pieces of cardboard. The two "L"s are placed overlapping around the problem to
form a square or rectangular window which isolates the problem. The learner can shape
the window to isolate the problem while still being able to write on the worksheet.
Help your learner keep the numbers lined up. In multi-digit multiplication and long
division, many learners struggle to keep the numbers lined up properly. Here are some
ways to deal with that:
o
o
Have your learner turn the problem sideways on her lined paper.
Try 1cm size graph paper. Have your learner put one number in each block. He can
do his problem on a full sheet, or you can cut rectangles out of the graph paper.
Use pre cut rectangles for the learner who gets lost in the grid of a full sized sheet
of graph paper. Be sure the rectangles are big enough for the problems. Let the
learner tape each completed problem to the worksheet or a piece of notebook
paper before handing in homework.
Don't forget flash cards. Just don't over use them. Flash cards are good for rote
memory practice.
Creating an Effective, Less Stressful
Homework Routine
A quiet bedroom. The dining room table. A closet with a desk and light. These are just a
few of the places where learners may do their homework. What works best for your
27
learner? Are her sensory needs being addressed? What is successful and what needs
to change to make the work area the best possible fit?
Building the physical environment
Evaluating and modifying the auditory environment: What do you and your
learner hear?
1. Should you improve the sound environment by decreasing or limiting auditory
stimulation? Many learners find a quiet environment helpful. Curtains, drapes,
and carpeting all help to reduce the noise level in a room. Additionally,
soundproofing or sound-limiting wall materials can be purchased at many
hardware or home improvement stores as additional measures.
2. Should you improve the sound environment by increasing auditory
stimulation? White noise muffles or neutralizes bothersome sounds or sound
fluctuations that may distract the learner. Examples of white noise are the
sounds of ocean waves, the sound of a rain storm, the whirring noise of an
electric fan, or any other constant sound that is comforting to your learner and
helps your learner to focus.
3. Would narrative or instructional audio be helpful? Perhaps your learner can
benefit from reading along with an audio book, or from listening to songs like
Multiplication Rock.
Evaluating and modifying the visual environment: What do you and your learner
see?
28
o
Can the work area be improved by decreasing the visual stimulation present? If so,
consider the following:
Reduce the lighting. This can be done by using smaller watt bulbs or by changing to a
softer light to cut down on glare. Note: Make certain the lighting is not reduced to the
point of being too low and interfering with your learner's eyesight.
Reduce the visual field. Perhaps the busyness of the surroundings is distracting to your
learner. If you are not able to clear the room of distractions (i.e., in the dining room),
consider using a study carrel to limit the learner's visual field.
o
Can the work area be improved by increasing the visual stimulation? Consider the
following:
Increase the lighting. Adding a lamp to better illuminate the writing surface is one
alternative. Another is to purchase a lighted work surface that illuminates the writing
surface from below. These can be purchased in the art department of hobby stores.
Add visual prompts or reminders. Perhaps your learner needs a printed schedule to
remind him of his homework priorities. Some learners use a timer to count down the
number of minutes remaining to work on homework. Perhaps your learner could benefit
from looking at pictures of his favorite toy, vacation destination, or relative to help stay
focused.
Evaluating and modifying the tactile/emotional environment: What do you and
your learner feel and touch?
1. What type of work surface should be used? Because of different sensitivities,
it may be necessary to experiment with different materials to come up with a
successful match for your learner. Suggestions include wood, plastic, metal,
upholstered, smooth, and textured. Also consider if the surface should be
slanted or flat.
2. What type of chair should be used? Again, experimenting with materials may
be necessary, as well as other alternatives such as the use of a stool, a desk
chair on rollers, a therapy, or an ergonomic posture chair.
3. Are the room temperature and airflow conducive to your learner's success?
Perhaps a fan positioned to draw air through the room is better than one
blowing directly on the learner.
29
Evaluating and modifying the olfactory environment: What do you and your
learner smell?
o
If your learner cannot tolerate a work area or cannot focus on her homework but is
unable to tell you why, consider odor as a problem. Odors from cigarette smoke,
food, animal dander, and cleaning products, etc., may be distracting. While you
work to identify the guilty odor, consider that secondary sources (those that are not
clearly evident to you in the work area) may be where the problem lies. A person
with a hypersensitivity to odors may be affected by the lingering odor of an animal
that has been in the room, the previous night's baked fish, or the bleach coming
from the washing machine.
Building the study schedule
Observe different types of schedules and see how they work. Visit the module on
Visual Supports within AIM for specific schedule examples.
Examine your learner's strengths and challenges. In this module, see the sections on
Identifying your Learner's Needs and Strategizing for Success.
Create a rough schedule with your learner. Start by asking your learner to help you
make a list of the activities she will be doing. She will probably readily come up with
activities such as spelling and math. Important steps your learner may omit are:
o
o
o
o
o
Setting up the work area
Organizing and prioritizing the work to be done
Gathering materials
Putting away materials
Organizing work to take back to school
Try your rough schedule with your learner and see what works well and what doesn't.
Troubleshoot the schedule for ways to improve. If it isn't working, ask yourself these
questions:
o
o
o
Do the time frames need adjustment?
Does the order of activities need to be changed?
Should you switch to a different schedule format (i.e., from words to pictures)?
30
o
Is the problem that it just hasn't become a habit yet for your learner?
Retry the schedule and repeat the process as necessary. As your learner progresses,
you may want to or need to revisit the schedule and adjust as necessary.
Communicating Productively for
Maximum Efficiency
Why is communication a critical piece of the homework puzzle? Ask yourself these
questions:
o
o
o
o
o
Do I want to reduce confusion, conflicts, frustration, meltdowns, and failure?
Do I want to increase my sources of documentation for necessary services for my
learner?
Do I want to have a better understanding of what is happening with my learner?
Do I want to gain the positive energy and ideas of the entire team working with my
learner?
Do I want to increase the effectiveness of my learner's overall education as well as
help my learner to be more successful in meeting short term goals and objectives?
If you answered yes to all or most of these questions, you are ready for the challenges
and benefits of effective communication. But where should you start? You start with a
plan-a plan that is created with mutual understanding among the members of your
learner's education team.
A large part of the success primarily relies on:
o
Preplanning-Communication with the care team before homework assignments are
o
given
Ongoing communication with the primary teacher and other care team members
o
o
Consistency in practice balanced with adapting creatively as issues arise
Maintaining a documentation file
Preplanning
31
Preplanning begins with completing an IEP, a 504 plan, or some other planning
document designed for the specific needs, strengths, and goals/objectives of the
learner. The planning meeting in which these documents are discussed will cover
multiple topics. One of the topics to address is homework. Homework items to consider
include:
o
Given this learner's abilities, is homework warranted? According to Kohn (2006),
there are some learners for whom homework is unnecessary.
o
Limiting homework time by one or more of the following:
A limit on time spent on homework each day. Experts recommend a maximum of 10
minutes per day per grade level for typical learners (i.e., a typical fourth grader would
have no more than 40 minutes total of homework per night).
A limit of one or two subjects per night (this would require teachers coordinating
assignments with each other).
A per-day limit on specific types of assignments (i.e., 10 minutes of practicing or 10
math problems; writing assignments of 50 words, eight sentences, or one page; reading
for 20 minutes or one chapter, or 15 pages).
Note: Agreement also needs to be reached on how these limits will be achieved to best
support the learner and the curriculum. When an assignment is altered, who makes the
alteration-the classroom teacher, the special education teacher, the para, or the parent?
All agreements on accommodations should be in writing. Verbal agreements are difficult
to enforce.
o
What are the major priorities for the learner as determined by the team (i.e., math
skills, reading skills, social skills/hidden curriculum)? Homework should be relevant
to the subject matter and to the learner's abilities and goals/objectives.
32
Pre-planning also includes thinking about the homework environment. See Creating an
Effective Homework Environment within this module for help in planning the work area
and the schedule.
Ongoing
Regular and ongoing communication is critical for the success of your learner.
Important areas of ongoing communication are tone, frequency, and documentation.
The tone of your communication is very important. Parents and teachers must avoid
using hot-button, emotion-charged words or phrases (i.e., lazy, stupid, cruel). Replace
these words, which appear to be attacking to character, with words and phrases that
address the process of homework (i.e., negative impact, inconsistent with IEP/504 plan
goals and accommodations, valuable learning tool). It is okay to use feeling words when
describing the learner's response to a homework assignment (frustration, confused,
struggling to communicate), but then return to phrases that address the process in
asking for activities (i.e., effective, positive in impact, consistent with the IEP/504 plan
goals and accommodations).
Following are different types of communication as well as templates and examples for
how to use them.
Assignment sheets. A weekly assignment sheet is a page that lists the student's
subjects with day-specific assignments. It includes space for teacher comments as well
as communication from parents.
For example, the weekly schedule for Spelling might be:
o
Monday-write words 3 times
o
Tuesday-use each word in a sentence
Wednesday-write challenging words 5 times
Thursday-spell each word out loud
o
o
A daily assignment sheet is very similar to the weekly assignment sheet but usually lists
each general subject with space for writing in the assignments.
For example, the daily schedule for Monday might be:
o
o
Spelling-write words 3 times
Math-page 27, problems 1-10
33
o
o
o
Social Studies-color Spanish Explorers Map
Science-no homework
Specials-P.E. tomorrow
Color cards. The color card systems is similar to the weekly schedule and is especially
useful when the school uses a six or seven-day rotation for activities and specials that
are not part of the daily schedule (i.e., Music, P.E., Art, Library). The teacher selects a
color for each day such as red, blue, orange, purple, yellow, and green. At the end of
the day, the teacher asks the students to hold up their red cards. The students know
that red means they will have a spelling test the next day as well as Band and P.E. As a
result, they also know what to put in their backpack, and they know to bring in their
instruments and wear appropriate shoes the next day.
Calendar/agenda. A variety of calendars and agendas are on the market. Each page
contains a list of classes or subjects with room to write in assignments. The pages are
bound into a book, usually spiral.
Note: It may be appropriate to designate a coordinator for the homework
communication document if there are multiple teachers or service providers. If there is a
comment section, make sure the communication is two-way. Teachers (or the
communication coordinator) read and initial every day (or week) and communicate any
concerns to the parents. Parents in turn read, initial, and return the communication each
day (or week) to keep the teacher informed of homework successes and challenges.
Both teacher and parents need to affirm the good stuff (success, breakthroughs, goals
achieved). It is important to be concrete and specific in this ongoing communication.
Quarterly, semi-annual, and annual communication. Parent-teacher conferences,
quarterly or semester educational team meetings, and semi-annual or annual IEP/504
meetings are also part of the ongoing communication necessary for homework success.
Depending upon how your school or school district coordinates parent-teacher
conferences, the conference schedule may need to be altered to allow attendance of all
relevant parties. It is necessary for each teacher and specialist to be involved, even if
that means scheduling individual conferences. Parents and teachers should document
each conference with a follow up letter, memo, or email with copies sent to each
member of the care team. If there are omissions or errors in the conference
communications, follow-up with an additional letter, memo, or email to clarify. Clear
34
communication at this stage will streamline the IEP/504 process. Save all
communication.
Prepare for quarterly, semi-annual, and annual meetings as if they are a practice run for
the IEP/504 meeting. It is helpful to have all correspondence and documentation
organized, including (a) homework samples; (b) ongoing communication; (c) parentteacher conferences and IEP/504 meetings; (d) medical records, including any
necessary doctor's notes; and (e) testing records. It is a great idea to use an
expandable file folder (the kind with the fold-over cover and elastic band fastening
device), label the pockets with the proper categories, and include the papers in each
section with the most recent additions on top. A sticky note flag on the outside edge of
critical documents leads to easy identification. See the Homework IEP/504 Planning
Worksheet to review your documents and prepare for the meeting.
After an agreeable homework plan has been set up and is working, it is a good idea to
meet with next year's teacher(s) to make certain the homework plan is followed from the
beginning of the year.
Consistent
Learners thrive in an environment where they understand the expectations. This
includes knowing what activities will happen and in what order. Learners on the
spectrum are easily upset with a change in routine. However, life and learning are not
static. Helping your learner also means helping him cope with challenges and changes
relating to his homework. We provided multiple options for adapting schedules, adapting
the homework area, and strategies for adapting different types of learning assignments.
Any modifications in assignments should be communicated to teacher(s) and parent(s)
(ideally before the adaptation is made). This keeps everyone in the loop and avoids
feelings of instructions being disregarded.
Documentation
It is important to keep copies of ongoing communication. Teachers can use
communication templates set up on their computers. Parents can use an inexpensive
scanner or copier. If you do not have access to computers, keeping copies in a file
works well, too. It may not be necessary to save every single piece of communication,
but it is easier to throw out what you don't need later than trying to recreate something
to which you no longer have access. In addition, keep copies of effective and ineffective
35
homework assignments. It is a good idea to attach a sticky note to identify specific
characteristics of the homework that are helpful or that are ineffective. This makes it
easier to identify challenges and success during the IEP/504 process.
Summary
Homework can be beneficial as part of the learning process, although it can also be a
challenge for students with autism. Individualizing the various strategies in this module
for your learner can lead to success with homework. Assessing your learner's needs for
physical, attention, and adaptability supports; helping your learner get organized; and
providing strategies for academic areas can make homework time more productive for
all who are involved. These plans can reduce stress and allow learning to take place.
Frequently Asked Questions (FAQ)
Q: Where is the best place for my child to do her homework?
A: This varies with each student. It may take lots of trial and error, but it is critical that
you find a place and make a work area that enables your child to successfully complete
her homework.
Q: My brother has Asperger Syndrome. I always do more homework than he
does. Is it fair that I do 25 spelling words and he only does 7 or that I do 20 math
problems and he only does 5? And I'm a year younger! It just doesn't seem fair!
A: Fair is not the same as equal. Fair is when you and your brother are doing the
amount of homework required to learn a task. Your brother's care team has decided to
make modifications to his homework to help him succeed. Try to remember that what is
best for you may not be what is best for your brother.
Q: Why do I have to waste time learning about stupid stuff when I would rather
spend my time learning about what I want?
A: Many skills require practice to become successful. Math, spelling, and writing are all
examples of this. Some assignments can be modified so that you can practice a skill
like writing while focusing on a topic that interests you. Talk to your teacher and see if
there can be a change. However, don't limit your possibilities. Just because you don't
like something now or don't understand its relevance, that doesn't mean you will always
dislike it or that it won't help you later.
36
Q: Why does my daughter melt down over homework every night?
A: This can be the result of many things. Overload is a primary possibility. Your
daughter may need a snack or a break from educational activities. The transition from
school to home may be a problem for you daughter. Perhaps your daughter is frustrated
over her lack of organization or not knowing how to prioritize her homework. Also, the
homework assignments may not be appropriate for her daughter. It is a good idea to
communicate with your daughter's teacher. See if your daughter is having difficulty at
school as well and if there might be a need for modifications (or further modifications).
Q: My sister uses a lot of games and puzzles to do her homework. My mom says
that is because my sister has autism. I like games and puzzles, too. Does that
mean I have autism?
A: Many people like active learning through games and puzzles. It is OK to like games
and puzzles, and it does not mean that you have autism. Check with your mom, but it
might help your sister if you worked with her on her puzzles and games.
Q: Why can my child do some activities at school, like write a paper, but can't do
that same task at home for homework?
A: Your child may be experiencing overload and may be giving all he has during the
school day and be too exhausted later in the day when he is no longer fresh.
Communicate with your child's teacher and work together to design a more appropriate
assignment. Sometimes reducing the assignment or breaking it down into smaller
pieces may be more tolerable for a learner.
In addition, you child may be benefitting at school from a resource person or
paraprofessional who is coaching or prompting him. Again, talk with your child's teacher
and see if there is a resource you can use at home.
Q: My son was recently diagnosed with an autism spectrum disorder. We live in a
small town, and our school district is just as new to this as we are. They seem
willing to help, but none of us knows what to do.
A: Because the diagnosis rate for ASD is now 1 in 110 (CDC, 2010) becoming
educated about autism will soon be imperative for everyone. Begin by using these
Autism Internet Modules to become acquainted with basic information, specific ideas,
and resources, resources, resources. Check out the resource list for this module for
other online resources.
37
Post-Assessment
Post-Assessment
A learner who requires academic modifications in the classroom probably does not
require modifications for successful completion of homework.
Select an answer for question 232
Only learners with ASD benefit from modifications to the homework environment.
Select an answer for question 233
Homework, in general, is a waste of time and more work for the parents than for the
learner.
Select an answer for question 234
Most learners do not benefit from having a regular homework routine.
Select an answer for question 235
All learners should do their homework immediately after school.
Select an answer for question 236
The modifications used for one student with ASD are the same modifications needed for
another student with ASD.
Select an answer for question 237
Documentation of and communication about the learner's needs and strengths is solely
the responsibility of the school.
Select an answer for question 238
The setting or learning environment where homework is completed has no impact on
the learner or how efficiently the work is completed.
Select an answer for question 239
Submit Post-Assessment
Discussion Questions
38
[ Export PDF with Answers | Export PDF without Answers ]
1. What are some strategies that can address physical issues
that can affect homework?
Correct answers could include: If the child is hungry, provide a snack; if the
child needs to calm down, provide a calming activity; if the child has been
sitting all day, provide some movement for large muscles.
2. Talk about some homework organizational strategies.
Correct answers could include:
o
o
o
o
o
Have the student use a planner
Use sticky notes as reminders
Have expandable folders with tabs to keep work in
Use electronic organizers for assignments
Organize a set of supplies and books at home
3. If a strategy does not seem to be working, what can you do
for a student?
Correct answers could include:
o
o
o
Keep data on the strategy to see what is happening
Trial and re-trial may be required to find what works best
What worked before may need adjusted as the student changes
4. How can the education team communicate about
homework?
Correct answers could include: The educational team needs to pre-plan how
communication will take place amongst members. Communication needs to
be ongoing and consistent with all members. Maintaining a file of
communications will keep a record to refer to as changes are made.
Citation and References
citation
If included in presentations or publications, credit should be given to the authors of this
module. Please use the citation below to reference this content.
39
Duncan, M., Rock, M., & Szakacs, W. (2010). Supporting successful completion of
homework for individuals with ASD. In Ohio Center for Autism and Low Incidence
(OCALI), Autism Internet Modules, www.autisminternetmodules.org. Columbus, OH:
OCALI.
References
Bennett, S., & Kalish, N. (2006). The case against homework: How homework is hurting
our children and what we can do about it. New York: Crown Publishing Group.
Germann, W. J., & Stanfield, C. L. (2002). Principles of human physiology. San
Francisco: Benjamin Cummings.
Kohn, A. (2006). The homework myth: Why our kids get too much of a bad thing.
Philadelphia: Da Capo Press.
NEA and National PTA. (2008). Helping your student get the most out of homework.
Retrieved January 14, 2008, from National Education Association Web site:
http://www.nea.org/parents/homework.html
Sakai, K. (2005). Finding our way: Practical solutions for creating a supportive home
and community for the Asperger syndrome family. Shawnee Mission, KS: Autism
Asperger Publishing Company.
Siegel, G. (Ed.). (1999). In Basic Neurochemistry (6th. ed.), Philadelphia: LippincottRaven Publishers.