Organizing, planning, and managing time influence student achievement and become increasingly important as adolescents enter middle school. Clinical research offers promising practices for improving these skills in students with attention-deficit/hyperactivity disorder (ADHD), but the key is getting these practices into schools. That’s where IES-funded researchers come in.
In 2009, researchers from Virginia Commonwealth University used an IES grant to develop Homework, Organization, and Planning Skills (HOPS)—a program that teaches middle school students with ADHD to use checklists to organize, plan, and manage their schoolwork.
In 2013, IES funded an initial efficacy study to test HOPS in public middle schools, comparing HOPS with more traditional homework support. Researchers found that parents of students using HOPS and traditional homework support reported fewer homework problems and better organizational skills at home. In contrast, teachers reported improved organization and management skills in the classroom only for their students who used HOPS, not the homework support. HOPS also provided greater benefits overall for students with higher levels of hyperactivity and oppositional behavior and greater deficits in organizational skills.
In June, IES awarded a grant to Children’s Hospital of Philadelphia to conduct a five-year effectiveness study that will test whether HOPS is beneficial for all students who have organizational skill deficits, rather than just students with a formal ADHD diagnosis. This is important because organizational deficits affect student achievement regardless of whether a student has been diagnosed with a learning disorder. This study will determine whether schools can implement HOPS effectively and inexpensively in a school environment.
Written by Greg Shanahan, IES Presidential Management Fellow, and Emily Doolittle, NCER Team Lead for Social Behavioral Research