Breaux, R.P., Langberg, J.M., Bourchtein, E., Eadeh, H.M., Molitor, S.J., & Smith. Z.R. (2018). Brief homework interventions for adolescents with ADHD: Trajectories and predictors of response. School Psychology Quarterly, 34(2), 201-211. DOI.10.1037/spq0000287.
- This study found that the majority of students (68 – 81%) showed a significant positive treatment response across outcomes. Baseline GPA significantly predicted trajectories for all outcomes and achievement scores significantly predicted trajectories of teacher-reported homework performance and parent-reported homework problems, such that youth with relatively higher baseline GPAs and achievement were most likely to respond. In contrast, neither externalizing nor internalizing symptoms were significant predictors of response trajectories.
Breaux, R.P., Langberg, J.M., Molitor, S.J., Dvorsky, M.R., Bourchtein, E., Smith, Z.R., & Green, C.D. (2018). Predictors and trajectories of response to the Homework, Organization, and Planning Skills (HOPS) intervention for adolescents with ADHD. Behavior Therapy, 50(1), 140-154. DOI: 10.1016/j.beth.2018.04.001.
- This study found that sixty-eight percent of participants displayed high acquisition of organization and homework recording skills. Accurate homework recording and time management skills predicted parent-reported homework and organizational skills outcomes. Organizational skills trajectories significantly predicted parent- and teacher-reported outcomes, GPA, and assignment completion.
Breaux, R.P., Langberg, J.M., McLeod, B.D., Molitor, S.J., Smith, Z., Bourchtein, E., & Green, C. (2018). The importance of therapeutic processes in school-based psychosocial treatments of homework problems in adolescents with ADHD. Journal of Consulting and Clinical Psychology, 86(5), 427-438. DOI: 10.1037/ccp0000300.
- This study found that therapeutic processes (e.g., building rapport and an alliance with the student) predicted parent-reported, and teacher-reported academic outcomes.
Langberg, J.M., Dvorsky, M.R., Molitor, S.J., Bourchtein, E., Eddy, L.E., Smith, Z.R., Oddo, L.E., & Eadeh, H.M. (2018). Overcoming the Research-to-Practice Gap: A Randomized Trial with Two Brief Homework and Organization Interventions for Students with ADHD as Implemented by School Mental Health Providers. Journal of Consulting and Clinical Psychology, 86(1), 39-55. DOI: 10.1037/ccp0000265.
- This study found that HOPS was implemented with fidelity by school mental health providers. Participants in HOPS demonstrated significantly greater improvements in comparison with waitlist on parent ratings of homework problems and organizational skills and effect sizes were large. HOPS participants also demonstrated moderate effect size improvements on materials management and organized action behaviors according to teachers.
Additional Studies of the HOPS Intervention
- Langberg, J.M., Becker, S.P., Epstein, J.N., Vaughn, A.J., & Girio-Herrera, E. (2012). Predictors of response and mechanisms of change in an organizational skills intervention for students with ADHD. Journal of Child and Family Studies, 22(6), 1000-1012. DOI: 10.1007/s10826-012-9662-5.
- Langberg, J.M., Epstein, J.N., Becker, S.P., Girio-Herrera, E., & Vaughn, A.J., (2012). Evaluation of the Homework, Organization, and Planning Skills (HOPS) intervention for middle school students with ADHD as implemented by school mental health providers. School Psychology Review, 41(3), 342-364.
- Langberg, J.M., Vaughn, A.J., Williamson, P., Epstein, J.N., Girio-Herrera, E., & Becker, S.P. (2011). Refinement of an organizational skills intervention for adolescents with ADHD for implementation by school mental health providers. School Mental Health 3(3), 143-155. DOI: 10.1007/s12310-011-9055-8.
- Langberg, J.M., Epstein, J.N., Urbanowicz, C., Simon, J., & Graham, A. (2008). Efficacy of an organization skills intervention to improve the academic functioning of students with ADHD. School Psychology Quarterly, 23(3), 407-417.