Increasing adherence to behavioral homework assignments

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Abstract
Behavior change through psychotherapy is frequently accomplished through the use of homework assignments conducted by patients between treatment sessions. There has been little attention directed at adherence to such behavioral prescriptions. This study compares the effects of Verbal versus Written behavioral prescriptions on recall of self-reported adherence to therapeutic homework assignments. Thirty subjects were randomly assigned to the Verbal and Written conditions in a counterbalanced, within-subjects, crossover design. Written prescriptions led to significantly better recall of and adherence to homework assignments.