When providing homework I'm acutely aware of how difficult and time-consuming it is to write task instructions in a way that is explicit and clear to non-SLTs. I try to maximise understanding and effective implementation of homework by:
* Providing parents (or whoever is with the child) with a copy of my session aims and plan at the beginning of the session (this plan is often very sketchy but it does give the audience a map to the session)
* Providing them with a pen to make notes on the plan if they wish
* Pointing out very explicitly where, how and why I have deviated from the plan
* Only giving as homework a task or tasks that have just been demonstrated in the session, and which 'worked'. The materials are therefore available to hand over, the parent has seen how the activity was carried out, and I can quickly provide a recap on its aims and administration.
Just common sense but it took me a surprisingly long time to arrive at a consistent strategy. I also often provide a daily record chart or just a daily practice star chart to encourage homework but feel that I should devote more time to 'selling' the need for this regular practice
Anne
Dr Anne Hesketh
HCD, School of Psychological Sciences
Ellen Wilkinson Building
The University of Manchester
Oxford Road
Manchester M13 9PL
Tel 44 (0)161 275 3375
Fax 44 (0)161 275 3373
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