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Research suggests that homework compliance within cognitive behavioral therapy is associated with treatment adherence and positive treatment outcomes through generalization of learned skills. The purpose of this paper is to determine whether there were differences in aggression and substance use between participants who did and did not complete therapy homework assignments.

Secondary analyses were conducted using data from Easton et al.’s (2017) randomized controlled trial of substance abuse domestic violence (SADV) treatment among substance dependent intimate partner violence (IPV) offenders. Analyses of covariance were conducted in order to determine whether homework completion had a significant effect on aggression and substance use. Correlational analyses were conducted to determine the association between quality of homework and outcomes.

Participants (n=63) who completed at least two homework assignments had fewer days of alcohol use during treatment compared to those who did not complete any assignments, p=0.03. There was not a difference in the number of days participants engaged in violence based on homework completion. Analyses indicated that those who displayed aggression proximal to alcohol use during treatment completed significantly fewer homework assignments compared to those who did not display aggression proximal to alcohol use (p=0.04).

This research was limited to a sample of male substance using offenders of IPV within the US additional research utilizing a larger sample size in order to investigate differences in homework completion across treatment groups is needed. Further analysis of the barriers to and predictors of homework compliance among this population is recommended.

This research highlights the need for incorporation of homework and further exploration of methods and treatment modalities to ensure homework compliance among substance using male offenders of IPV.

The purpose of this chapter is to present a summary of the literature related to homework. First, information on the search procedures is provided, including the criteria for inclusion in this review. Second, a historical overview of homework in the United States is provided, including definitions and major changes in public opinion over time. The third section addresses the difficulties experienced by students with emotional disabilities in regard to homework. The fourth section reviews the homework policies presently in place at local school districts across the U.S. The fifth section discusses the effects of homework when basic classroom strategies, cooperative homework teams, self-management and goal setting, and assignment completion strategies are used. The sixth section describes the homework practices used, as reported by teachers and students. The seventh section describes the problems experienced by students with disabilities, from the perspective of teachers, parents, and students. A final section describes the kinds of problems associated with home-school communication.

The purpose of this paper is to simultaneously investigate a variety of factors related to assignment completion (AC) (i.e. task orientation, cooperation, teacher feedback, time management and time spent on AC).

The study relied on a self-report survey to assess students' perceptions in relation to six variables. Participants included 1,106 undergraduate students from six public Thai universities. Analysis involved structural equation modeling.

This study provided new results related to task orientation as the strongest predictor of AC and time management. Cooperation and feedback improved AC with time management as an intervening variable. Time management and feedback did not predict time spent on AC.

Future studies might explore the potential range of assignments that, for example, count for a higher portion of the grade versus those that are less or unimportant in terms of the course. Future studies might also look at the role of group assignments in relation to completion. Semi-structured interviews or observations might provide insights into how students manage their time and why task orientation has the most effect on AC. Future research might investigate more specifically at what point time management does or does not affect completion. In general, given the growth of online learning and contexts in which students may be increasingly called on to complete assignments independently, factors such as those investigated in this study will require more attention in varying countries and contexts, generically and for individual subjects.

Instructional designers and instructors can promote task orientation through reliance on strategic scaffolding. For designing a task-oriented environment, instructors need to offer challenging assignments. Instructors should also assign work that encourages motivation, effort and achievement. To ensure that cooperative learning positively affects time management, instructors and designers can allot specific in-class time for completion of tasks, reliance on flipped classroom activities and student conversations regarding time restrictions and time-management skills. Instructors can be supported to help them provide appropriate types of feedback, as well as ideas for implementing the feedback in practice.

Little research has been conducted on AC in higher education. Those studies that have been conducted have focused on the elementary and secondary levels. Furthermore, studies have not always taken into account the complex relationships between different factors that can potentially influence AC.

Research on homework has typically focused on students’ beliefs, commitment to, and benefits of doing homework, but what about the influence of school policies and teachers’ beliefs and attitudes on the topic? Do schools with stricter rules and a clearer focus have teachers giving more homework? Are teachers who believe in the virtues of homework as a learning device and a convenient means for communicating with the home more likely to give, collect, mark, and return homework to students than teachers who see no benefits? This study developed a valid, reliable instrument, the homework attitude and behaviour inventory for teachers (HABIT), and administered it to 120 teachers in two schools with a clear, focused homework policy, and two without. Findings were that schools with a well‐defined homework policy had teachers who: gave, collected, marked, and returned homework significantly more often; and believed in the usefulness of these assignments. Multiple regressions showed a significant relationship between beliefs about homework, the homework behaviours, and the types of assignments made (repeat classwork, introduce new materials, explore new ideas, pursue imaginative topics at home). Regressing homework attitudes and school policies against teacher homework behaviours produced an adjusted R‐square of 49.5 (p < 0.001).

This article compares the educational background and years of work experience of students entering a Microenterprise Training Institute (MTI) program. Hypotheses were developed and tested to determine whether human capital attributes (education and work experience) influenced students' ability to graduate from an MTI program, to submit homework on time, and/or contributed to a better score on an evaluation of their business plan. Results indicated that education level was a significant, positive influence on the ability to graduate and on business plan scores, but had no influence on on‐time homework completion. Work experience had no effect on ability to graduate, homework submission, or business plan score.

This study examined the output quality of a US microenterprise training program created to help entrepreneurs develop business plans for their ventures. The program concludes with the entrepreneurs' plans being scored by a panel of experts. Hypotheses were developed and tested to determine the importance of feedback, key components of business plan scores, and differences between teams and solo entrepreneurs. Timely feedback on business plan homework was the most significant driver of business plan quality, contributing to higher scores on the written plan and on the plan's presentation to the expert panel. Plans developed by teams also scored higher than those prepared by solo entrepreneurs.

The purpose of this paper is to review the research on the use of technology in mental health and addiction treatment, focusing on the use of technology-assisted treatment. Although initial research investigating technology-assisted treatment for substance use has demonstrated promising results, this paper highlights the need for treatment to address co-occurring substance use and intimate partner violence (IPV). This paper defines the benefits associated with the use of behavioral health avatar coaches in mental health treatment targeting substance use and IPV as well as providing preliminary research results regarding the use of avatar coaches in clinical settings.

A literature review of the research relating to the use of technology in mental health and addiction treatment is provided. Additionally, a preliminary study aimed to develop an interactive therapy platform that utilizes virtual avatars as therapy coaches to help clients with substance abuse and IPV is presented. In this preliminary study, male participants were shown videos of various technology-based coaches matched on length, gestures and content. Researchers investigated whether patients preferred a virtual reality health coach, a cartoon health coach or a human health coach; as well as patient satisfaction and preference between two versions of the avatar.

A review of the relevant literature suggests that a majority of research has focused on using technology to replace face-to-face therapy with little research focusing on technology-assisted or augmented mental health and addiction treatment. Although initial research investigating avatar-assisted treatment for substance use has demonstrated promising results, research suggests a high prevalence of co-occurring substance use and IPV, suggesting the need for treatment to address co-occurring substance use and IPV. A preliminary research study was conducted to obtain patient feedback for personalizing avatar development into behavioral health interventions that target addiction and IPV.

Although results of the preliminary study combined with previous research on avatar-assisted treatment for substance use has demonstrated promising results, theory-based research needs to be expanded to focus on randomized controlled trials of avatar-assisted treatment for co-occurring substance use and IPV.

This paper provides an overview of the use of technology-assisted treatment for co-occurring substance use and IPV. The preliminary results regarding patient satisfaction led to the development of additional avatars for use in interactive therapy.

This paper is one of the first to explore the use of avatar-assisted treatment for male offenders with co-morbid substance use and IPV.

Web-enhanced instruction is increasingly pervasive in higher education. Homework assignments and exams are increasingly completed online. Instructors evaluate the effectiveness of educational tools, such as web-based homework (WBH), in part through student performance that can be affected by students’ motivation. Thus, changes in students’ motivations and perceptions during an academic term can affect our assessment of the efficacy of the educational tool depending on when our assessment is conducted. No current studies identify variations in student perceptions of educational technology over time. Better understanding the changes in student perceptions of educational technology as they complete a course of study may help educators develop more effective instructional and pedagogical strategies. Our study explores how students’ attitudes toward WBH change with use.

Substance use disorders (SUDs) often co-occur with major depressive disorder (MDD), yet treatments targeting this comorbidity are limited, especially in resource limited settings where individuals with SUDs often receive treatment.

Based upon principles of reinforcement and behavioral economic models of substance use, as well as the Brief Behavioral Activation Treatment for Depression (BATD; Lejuez et al., 2011), the Life Enhancement Treatment for Substance Use (LETS ACT; Daughters et al., 2008) was developed to meet the unique needs of patients with MDD-SUD comorbidity.

The current manuscript presents a summary of the theoretical foundations and key components of LETS ACT.

A specific focus on increasing dissemination via the flexible delivery dependent on patient and treatment setting characteristics is provided throughout.