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Evaluation of the Homework, Organization, and Planning Skills (HOPS) Intervention for Middle School Students with Attention Deficit Hyperactivity Disorder as Implemented by School Mental Health Providers
Open accessAbstract
.The purpose of the study was to evaluate the Homework, Organization, and Planning Skills (HOPS) intervention for middle school students with attention deficit hyperactivity disorder (ADHD) as implemented by school mental health (SMH) providers using a randomized trial design. Seventeen SMH providers from five school districts implemented the HOPS intervention. Forty-seven middle school students with ADHD (Grades 6–8) were randomly assigned to receive the HOPS intervention or to a waitlist comparison group. Parent and teacher ratings of organizational skills and homework problems were collected pre- and postintervention and at a 3-month follow-up; school grades were also collected. Intervention participants demonstrated significant improvements relative to the waitlist comparison across parent-rated organized action (d = 0.88), planning (d = 1.05), and homework completion behaviors (d = 0.85). Intervention participants did not make significant improvements relative to the comparison group according to teacher ratings. SMH providers were able to implement the HOPS intervention with fidelity despite the fact that no formal ongoing consultation was provided.
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“In five of the six trials with a non-active control condition (waiting-list control group), participants in the intervention group showed stronger post-treatment improvements in ADHD-symptoms compared with participants in the control group [62,63,64,65,73,74].”
From Treatment of Adolescents with Concurrent Substance Use Disorder and Attention-Deficit/Hyperactivity Disorder: A Systematic Review (2021) · cites this paper as [64]
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“evidence-based skills training programs are available for children with ADHD who have academic skills deficits (Evans, Schultz, DeMars, & Davis, 2011; Langberg, Epstein, Becker, Girio-Herrera, & Vaughn, 2012).”
From Improving Outcomes for Youth with ADHD: A Conceptual Framework for Combined Neurocognitive and Skill-Based Treatment Approaches (2014) · cites this paper as Langberg, Epstein, Becker, Girio-Herrera, & Vaughn, 2012
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“Five studies examined psychosocial interventions provided to students with ADHD in a school setting [62,63,64,65,66] and eight studies tested psychosocial interventions in a clinical setting [67,68,69,70,71,72,73,74].”
From Treatment of Adolescents with Concurrent Substance Use Disorder and Attention-Deficit/Hyperactivity Disorder: A Systematic Review (2021) · cites this paper as [64]
In the citing paper
“There were two studies of organization training that met all EBT Evaluation Criteria; one evaluating a clinic-based intervention for elementary school aged children (Abikoff et al., 2013) and one evaluating school-based interventions for young adolescents (Langberg, Epstein, Becker, Girio-Herrera, & Vaughn, 2012).”
From Evidence-Based Psychosocial Treatments for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder (2014) · cites this paper as Langberg et al., 2012
In the citing paper
“Measures of feasibility and integrity also indicated that the HOPS could feasibly be feasibly implemented with integrity by SMHPs.”
From Evidence-Based Psychosocial Treatments for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder (2014) · cites this paper as Langberg et al., 2012
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“Without proper interventions, functional impairments in the areas of time management, planning/organizing, and prosocial behavior skills often endure and escalate into adolescence and adulthood [6,7,11-14].”
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Metadata
- Authors
- Langberg, J. M., Epstein, J. N., Becker, S. P., Girio-Herrera, E., & Vaughn, A. J.
- Affiliations
- Cincinnati Children's Hospital Medical Center (US)
- Miami University (US)
- Corresponding author
- Langberg, Joshua M.
- Venue
- School Psychology Review
- Publisher
- Informa UK Limited
- Published
- 2012-09-01
- Volume
- 41
- Issue
- 3
- Pages
- 342-364
- ISSN
- 0279-6015 (ISSN-L)
- 2372-966X
- PMC
- PMC4209597
- OpenAlex
- W247276199
- Cited by
- 188
- References
- 50
- Citations by year
- 2026: 8 · 2025: 16 · 2024: 8 · 2023: 11 · 2022: 17 · 2021: 12 · 2020: 22 · 2019: 4 · 2018: 10 · 2017: 15 · 2016: 24 · 2015: 15 · 2014: 14 · 2013: 9 · 2012: 2
- FWCI
- 8.99
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- School Psychology Review (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institute of Mental Health (K24MH064478)
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- attention deficit hyperactivity disorder, junior high school students, organizational skills, homework completion, planning skills, implementation fidelity, school-based intervention, student grades
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