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ERIC Number: EJ945141
Record Type: Journal
Publication Date: 2011-Dec
Pages: 6
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1041-6080
Relationships between Executive Functioning and Homework Difficulties in Students with and without Autism Spectrum Disorder: An Analysis of Student- and Parent-Reports
Endedijk, Hinke; Denessen, Eddie; Hendriks, Angelique W.
Learning and Individual Differences, v21 n6 p765-770 Dec 2011
Despite the fact that homework forms an important cornerstone of student development, many students fail to capitalize on the long-term benefits of doing homework. Several executive skills, including cognitive flexibility, monitoring and planning are suggested as prerequisites for the completion of homework. It follows that homework difficulties may relate to such executive functions. A group of particular interest in this respect is students with Autism Spectrum Disorder (ASD), as they are known to suffer from executive dysfunction. The present study examines the extent to which differences in homework difficulties of seventh and eighth grade students with (N = 100) and without ASD (N = 86) may relate to their level of executive functioning. Homework difficulties were examined with student and parent versions of the Homework Difficulties Questionnaire (HDQ) and executive functioning was examined with the Behaviour Rating Inventory of Executive Functioning (BRIEF). In contrast to students with ASD themselves, parents of students with ASD perceived their children to suffer from more homework problems than students without ASD. For both groups, the level of executive functioning was related to the degree of homework difficulty experienced. (Contains 5 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A