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EPSTEIN QUARTERLY
Updated October, 2003
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INTRODUCTION
School is back in full gear, and homework is now a regular happening. But homework is
more than a routine performance for most ADD students and their families. Because its
various aspects can have such a significant impact on the child and family, this edition
of the Epstein Quarterly will be devoted to a discussion of the problem and some
suggestions that I hope will be useful.
HOMEWORK
As I discuss homework, covering first grade into high school, it is clear that I am
talking about very different situations. However, there are common basic elements which
can be outlined and then discussed from the perspective of the grade level of the child.
As we break it down, it starts with getting the assignment written down. Next is
bringing home the necessary books or papers to make it possible to do the work. We then
move to the need to sit down and get started, followed by the need to complete the work
without too many distractions. It then has to be put in a location within the book bag
that will allow the student to find it on demand. Finally, it needs to be handed in when
due.
Let's look at each of these sections to find the ADD student's weakness. With these
identified, we can then look at helpful methods for dealing with it.
The Assignment
Matt, a high school sophomore, was discussing homework with me. When I asked if he got
the assignments he said "sure." He then reached into his pocket and pulled out a
handful of "post it" notes, each with an assignment. Matt was aware that his
homework wasn't getting done, and I thought we might have found the reason.
Jim, a freshman, said to me that after a week of having no English homework: "I
became suspicious that I was missing some assignments." He was serious, but it was
hard not to laugh.
Clearly, getting the correct assignment is the first step. This is less of a problem in
the elementary schools because much of it is done on sheets that are handed out, and the
teacher also is available to help if there appears to be a problem. But this all changes
as seventh grade arrives. Many teachers, more confusion, and moving from class to class
make it much more difficult to get the assignments.
Often the problem is due to the distractibility of the ADD student. He/she was not
listening when the assignment was given out, or perhaps they failed to copy it from the
board despite the best of intentions.
Certainly, getting the assignment is the first step.
Bringing Home the Necessary Materials
Mary, a freshman, said she was standing in front of her locker, about to reach for the
necessary book. She told me that a friend walked by and started talking to her. She closed
the locker and walked off, forgetting the book. When Mary got home, Mom, in a familiar
behavior pattern, drove her back to school to get the book.
Some high school students bring their 35-pound book bag home every night so that they
have everything. For some, this may be the only way.
Getting Started
Eddie, age 9, just couldn't get started on his homework. He had all kinds of reasons -
"I'm bored - the homework is dumb - I need to play first - I'm hungry." However,
the problem was not improved by meeting his stated needs. He still didn't get started
without a great struggle.
Completion of the Homework
An evening's homework on a routine night can be 20 minutes for an elementary school
student and two hours or more for someone in high school. However, for the ADD student who
is restless, easily bored, easily frustrated and highly distractible, the necessary time
can be double what it is for other students.
This is a big problem for the student, and it is in this area that mothers get involved
and family tension occurs. We'll get back to this later.
Put the Homework in the Book Bag
Tony told me how he did some of the homework in the kitchen, some in his room and some
in front of the television set. One of his problems was the fact that he usually left
something home.
While it is probably too much to hope for a neat bag, it is essential that all the work
get in there when completed, and not the next morning.
Handing It In
After going to all the effort of doing everything else right, it is a shame if the
student comes home with assignments in his/her book bag. But it certainly happens, and if
it is a regular pattern it needs to be addressed.
The Importance of Homework
I believe that starting with a motivated student is of great help. It is my observation
that teachers put a great deal of weight on homework, and often feel that the student
doesn't care if he doesn't do the homework. They are willing to help if the work is not
understood, and some will shorten assignments for children who cannot handle a full
assignment. However, most teachers do not see students in a positive light if they
repeatedly fail to do homework.
I make sure students understand this, because too many see it as unimportant. If you
can convince them that it is extremely important, the motivation will be higher. I think
this is more effective than saying something like "it helps you learn."
The Parental Role
While both parents may be involved, in most cases the role of homework supervisor falls
to Mom. She must deal with the technical part of getting the child started and keeping him
focused, and the academic role of helping with the work, checking the content, correcting
the spelling, etc.
Since the child may be reluctant or oppositional, it is not unusual for arguments and
angry outbursts to occur. These cause great stress for all involved, and may get Mom to
dread the after school homework periods.
The problems may also put stress on the marriage because of disagreements in the
handling of the child. The father is often less sympathetic, more directive and less
patient. Mom, herself upset, then comes to the defense of the child, and family tension
develops.
Clearly, the effect of the ADD child and his/her homework on the family must be
considered.
SUGGESTIONS
The Assignment
It is still early in the year. Perhaps the assignment book has been lost only once. But
it all must start with an assignment book, and a place to enter each subject each day. The
plan is to enter something for each subject daily. If the teacher says there is no
homework, the word "none" is written in. If a student gets home with nothing
written next to a subject, he/she must then call a friend to get the work. Some schools
have a homework hotline that may be helpful. But the rule is that if nothing is written,
the assignment must be traced down.
I would also suggest a wall calendar so that each assignment due in more than three
days be entered for all to see. This serves as a regular visual reminder for the student
as well as for the parent. It keeps assignments from falling through the cracks, and it is
especially important from the 7th grade on.
Bringing Home the Necessary Materials
The first effort is to teach the student to think about what he/she needs to do for
homework, and what books need to be at home. While the non-ADD student doesn't have to
give this a second thought, the ADD student needs to give it at least two thoughts. If the
student understands that it takes effort to cope with ADD, a good first step has been
taken.
Generally the students have two or three major texts that are used throughout the year.
It may be helpful to have a second set of these books to keep at home. Sometimes these
books can be gotten from the school. More often they have to be purchased from the
publisher.
Getting Started
Change is always hard for ADD students, and going from a more pleasurable activity to
homework leads to delays of all types. Trouble getting started is not age-related, and can
be present from 1st grade through high school.
Having a snack and time to unwind is generally helpful. It is then best to have a
specific area to go to. Hopefully, there will be few distractions. Sometimes playing the
radio can help with the focusing. Time management is important, so it is useful to plan on
how long each subject will take. Often things take longer than expected, making it a good
idea to allow some extra time. Ideally, Mom's role should be to remind the student to get
started, and to check the work if that is appropriate. We'll come back to the role
shortly.
Completing the Homework
Distractions can occur in the environment or spontaneously in the student's head. They
cannot be prevented, and they are bound to interfere and lengthen the time homework takes.
Try to structure the homework time by defining how long a student will work before a
break, and how soon will he/she return to work. Breaks should be brief, probably no more
than ten minutes. Each time it may be hard to start again, and if this is the case breaks
may not be a good idea.
If the student is on medication, be sure it is in effect during the homework time. A
medication given at 3 pm is of little use at 7 pm. If the time is not covered, please work
with your physician to work out appropriate timing and medication dose forms to be sure
homework is covered.
Getting the Homework to the Teacher
Having gone through the process of completing the work, there is more to do. I suggest
that each piece of homework be put on a clipboard as it is completed. I like this better
than folders because it is easy for the student to see. All homework is put on the
clipboard (or folder if you choose), and the bag packed and put by the door. Counting on a
distractible child to do things in the morning can be a disaster, so it must be done at
night.
Under my system, all the papers to be handed in during the day are on the clipboard.
This means it should be empty at the end of the day. Before leaving school the student can
give a quick look at the clipboard and go and hand in any papers still there.
The Parental Role
In some cases the parents are involved to an inordinate degree. However, if there is no
involvement nothing gets done. But the student may not want help, may resist or
procrastinate, and thus make every day at homework time most unhappy. As noted earlier,
family tensions and marital tension can develop as a result of the homework problems.
If this is happening, I strongly recommend family counseling. A chance to talk over
problems and feelings can be very helpful. The feelings of the student and family in
difficult ADD situations are significant and should not be overlooked.
If the family can afford a tutor once or twice a week this would reduce the pressure on
mother as well as giving the child someone to help them with difficult work. We have also
had success using high school juniors and seniors to work with younger children. They are
less expensive and often relate more easily than the tutor.
CONCLUSION
Homework can present a problem for many ADD children, though the problem is not
necessarily the same for each child. I have broken down the process into several segments,
but each case must be considered on an individual basis. However, it is clear that for the
sake of the child and the family the problem cannot be ignored.
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