Reciprocal Effects Among Parental Homework Support, Effort, and Achievement? An Empirical Investigation

The present study investigates reciprocal influences of parental homework support, effort, and math achievement, using two waves of data from 336 9th-graders. Results revealed that higher prior autonomy-oriented support and homework effort resulted in higher subsequent achievement. Higher prior content-oriented support led to higher subsequent effort, but lower subsequent achievement. Additionally, higher prior effort led to higher subsequent autonomy-oriented support. Furthermore, our results supported the structural path invariance over gender. The current investigation advances extant research, by differentiating two forms of parental homework support (autonomy- and content-oriented support), and by showing their respective influences on subsequent homework effort and math achievement

The evaluation of using video prompting to teach a full meal preparation task to emerging adults with developmental disabilities

The purpose of the current study was to evaluate the use of a video prompting intervention to teach a full meal preparation task to emerging adults with developmental disabilities. The study also sought to identify whether cooking skills generalized across people and settings. 10participants ranging across 20-25 years participated in the study. Participants were required to understand and speak English, be able to attend to a video for at least 30seconds, follow 2-step directions, and be able to stop and start a video on an iPad. Results of the study indicate rapid acquisition from baseline to intervention for a majority of participants. Cooking skills were maintained beyond the treatment setting and person. Further, participants reported the video prompting procedure was an acceptable approach for teaching cooking skills. The results of this study provide further evidence for the use of video prompting to teach cooking skills, and to expand to use to full meal preparation for emerging adults with developmental disabilities