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Below are some strategies that may help caregivers support students at home.
Please review these techniques to identify what may be the next best step!
Encourage caregivers to set and follow a consistent daily household routine. Remind caregivers that they should not worry about filling up the day with activities, but should identify a basic schedule that outlines daily expectations for the day (e.g., simple post-it schedule). Caregivers could consider when their child is most focused and alert, and schedule homework blocks during those periods. If a student needs a lot of help to get started, completing homework at a time when a caregiver is available to provide support may be a better choice. Advise caregivers to incorporate daily demands into their schedule and review these each morning (see this example of a morning check-in); doing so will reduce how much the student has to flex when the demand is presented later in the day. Also, suggest that the caregiver build in some flexibility in the daily routine (e.g., provide time ranges rather than specific time, offer choices when possible).
Remind caregivers to consider areas at home for where to work, learn, and play. Caregivers should take student preferences into account when selecting a work space, but should also try to find a space that is free of clutter and distractions. With some preparation, portable homework stations or study corrals could be created that both limit clutter and provide students with flexibility and choice. Encourage caregivers to reduce noise and stimulating activity in the student’s surroundings when the child completes academic tasks. For students who need significant support to stay on task, consider encouraging caregivers to sit in close proximity during homework completion.
Help caregivers plan for brief scheduled breaks and give guidance about how long a student should work before a break is offered. Consider sharing the schedule that is used in the classroom with caregivers. Remember that breaks should be more common after less-preferred or more challenging tasks. Ideas for different types of breaks could be found here.
When presenting a large task, caregivers could consider how to break it down into small steps . They should make sure their child knows what the first step is and could consider making the first step easy and then increase difficulty gradually. The steps could be written out in a to-do list with the steps written in the order they are to be carried out.
Remind caregivers that the student may have to work hard to complete the task and would benefit from encouragement and labeled praise for getting the work done (click here for a video with examples; here for a labeled praise generator). Suggest that caregivers consider how incentives or contingencies may be incorporated at home. See these links for a variety of printable behavior charts and rewards coupons.
Encourage caregivers to be on the lookout for warning signs or situations that make it more likely that a student will become frustrated and/or upset (e.g., hunger, fatigue, illness/physical discomfort, increased stress, difficult day, etc.). When the student begins to get frustrated, caregivers could remind them to take a brief break and/or try a coping skill (Coping Skills For Kids has free printable worksheets that list a variety of coping skills that could be tried). Remind caregivers that when a student becomes very frustrated or upset, they need a break to calm down. When emotions are very escalated, trying to talk about what is bothering someone is unlikely to help and may increase frustration.
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