Abstract
The purpose of the study was to modify, test, and refine the Homework, Organization, and Planning Skills (HOPS) intervention
for adolescents with ADHD for use by school mental health (SMH) providers. Ten SMH providers from three school districts implemented
the HOPS intervention with 11 middle school students with ADHD. Parent and teacher ratings of materials organization and homework
management were collected pre- and post-intervention and treatment fidelity was assessed. SMH providers and teachers participated
in focus groups and provided feedback on ways to improve the feasibility and usability of the HOPS intervention. Students
made large improvements in organizational skills (d = 1.8) and homework problems (d = 1.6) according to parent ratings; however, no improvements were observed on teacher ratings. Qualitative data generated
from coding the focus groups and audio-recorded HOPS sessions were combined with the quantitative results to systematically
refine the HOPS intervention for further evaluation of intervention effectiveness and disseminability.
for adolescents with ADHD for use by school mental health (SMH) providers. Ten SMH providers from three school districts implemented
the HOPS intervention with 11 middle school students with ADHD. Parent and teacher ratings of materials organization and homework
management were collected pre- and post-intervention and treatment fidelity was assessed. SMH providers and teachers participated
in focus groups and provided feedback on ways to improve the feasibility and usability of the HOPS intervention. Students
made large improvements in organizational skills (d = 1.8) and homework problems (d = 1.6) according to parent ratings; however, no improvements were observed on teacher ratings. Qualitative data generated
from coding the focus groups and audio-recorded HOPS sessions were combined with the quantitative results to systematically
refine the HOPS intervention for further evaluation of intervention effectiveness and disseminability.
- Content Type Journal Article
- Pages 1-13
- DOI 10.1007/s12310-011-9055-8
- Authors
- Joshua M. Langberg, Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children’s Hospital Medical Center, 3333 Burnet Ave, MLC 10006, Cincinnati, OH 45229-3039, USA
- Aaron J. Vaughn, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, USA
- Pamela Williamson, University of Cincinnati, Cincinnati, OH, USA
- Jeffery N. Epstein, Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children’s Hospital Medical Center, 3333 Burnet Ave, MLC 10006, Cincinnati, OH 45229-3039, USA
- Erin Girio-Herrera, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, USA
- Stephen P. Becker, Miami University, Oxford, OH, USA
- Journal School Mental Health
- Online ISSN 1866-2633
- Print ISSN 1866-2625