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Towards a Theory of how Mothers of Children Diagnosed with AD/HD Deal with the Issue of Homework Completion and Assignment Deadlines: A Grounded Theory Study

By Myra Taylor and Stephen Houghton.

Published by The International Journal of Learning

This article details the experiences of Western Australian mothers in ensuring that children diagnosed with AD/HD complete and return homework assignments in a timely manner. The grounded theory of pacing the passage of time emerged from the data and details the three sub- processes mothers utilize to impart homework management skills. In this regard, mothers during an initial period of introspection reflect on prior homework-related parenting regimes, and assess and compare the response actions of their children with and without AD/HD. During the second sub-process mothers implement a set of checking and scheduling strategies, and in the final distancing sub-process, remove themselves from the day-to-day management of their children’s homework regimes. In doing so, mothers allow their children with AD/HD to assume responsibility for the day-to-day management of their homework practices.

The International Journal of Learning, Volume 14, Issue 5, pp.225-232. Article: Print (Spiral Bound). Article: Electronic (PDF File; 583.091KB).

Dr. Myra Taylor

Research Associate, Graduate School of Education, Centre for Child & Adolescent Related Disorders, University of Western Australia, Crawley, Western Australia, AUSTRALIA

Prof. Stephen Houghton

Director of the Centre for Child & Adolescent Disorders, Graduate School of Education, University of Western Australia, Crawley, Western Australia, AUSTRALIA