This study was the first to investigate patterns of homework problems, as assessed by parent reports on the Homework Problem Checklist (HPC), among children in general education and those referred to an evaluation and treatment program for attention-deficitihyperactivity disorder (ADHD). In Study I, parents of general education students in grades 3 through 6 (n = 675) completed the HPC. An exploratory factor analysis revealed two salient factors: Inattention/Avoidance of Homework (Factor I), and Poor Productivity/ Nonadherence with Homework Rules (Factor II). Study 2, an exploratory factor analysis of a clinic-referred sample (grades I through 8; n = 356), uncovered a factor structure that was highly similar to that of the general sample. For purposes of validation, the HPC factors were correlated with subscales from the Behavior Assessment System for ChildrenParent and Teacher Ratings Scales. These correlations demonstrated that Factor I was primarily related to aspects of homework functioning that are readily observable by parents (e.g., inattention, avoidance of work, and anxiety during homework); Factor II was primarily related to aspects of homework functioning that are observable by both parents and teachers (failure to accurately record homework assignments, and failure to complete and submit homework). The two-factor model is a useful way to conceptualize homework problems and has important implications for future practice and research aimed at improving assessment and intervention for children with significant homework difficulties.
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Power et al. (2006) studied this question.