The effects of a structured home plan on the home and school behaviors of gifted learning‐disabled students with deficits in organizational skills

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Abstract
Nine gifted learning‐disabled children with deficits in organizational skills and their families were put on a “home plan,” a structured timetable of the subjects' home after school activities. Parents also were taught noncoercive, behaviorally based discipline techniques designed to break the cycle of disruptive family behavior. At the end of the intervention period, improvements were observed in home and school behavior, school grades, and homework submission, all but the last of which were maintained after a six‐week nonintervention period. Implications and suggestions for future research are discussed.

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