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 [Study 1b: HOPS]
Langberg, J. M., Dvorsky, M. R., Molitor, S. J., Bourchtein, E., Eddy, L.D., Smith, Z. D., Oddo, L. E., & Eadeh, HM. (2017). Journal of Consulting and Clinical Psychology. 86(1): 39-55. https://doi.org/10.1037/ccp0000265.
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examining157Students, grades6-8
Department-funded evaluation
Review Details
Reviewed: February 2023
- Department-funded evaluation (findings for Homework, Organization, and Planning Skills (HOPS))
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Homework Problems Checklist (HPC) Factor I |
Homework, Organization, and Planning Skills (HOPS) vs. Business as usual |
0 Days |
Full sample;
|
12.70 |
17.39 |
Yes |
|
|
|
Homework Problems Checklist (HPC) Factor II |
Homework, Organization, and Planning Skills (HOPS) vs. Business as usual |
0 Days |
Full sample;
|
28.28 |
34.46 |
Yes |
|
|
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Homework Performance Questionnaire Parent Assessment (HPQ - Parent) |
Homework, Organization, and Planning Skills (HOPS) vs. Business as usual |
0 Days |
Full sample;
|
34.45 |
21.66 |
No |
-- | |
|
Homework Performance Questionnaire Teacher Assessment (HPQ - Teacher) |
Homework, Organization, and Planning Skills (HOPS) vs. Business as usual |
0 Days |
Full sample;
|
27.58 |
29.19 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Children’s Organizational Skills Scale, Organized Actions - Parent Assessment (COSS, Organized Actions - Parent) |
Homework, Organization, and Planning Skills (HOPS) vs. Business as usual |
0 Weeks |
Full sample;
|
28.90 |
33.31 |
No |
-- | |
|
Children's Organizational Skills Scale, Task Planning - Parent Assessment (COSS, Task Planning - Parent) |
Homework, Organization, and Planning Skills (HOPS) vs. Business as usual |
0 Days |
Full sample;
|
12.17 |
14.59 |
No |
-- | |
|
Children’s Organizational Skills Scale, Materials Management - Parent Assessment (COSS, Materials Management - Parent) |
Homework, Organization, and Planning Skills (HOPS) vs. Business as usual |
0 Days |
Full sample;
|
18.94 |
22.23 |
No |
-- | |
|
Children's Organizational Skills Scale, Organized Actions - Teacher Assessment (COSS, Organized Actions - Teacher) |
Homework, Organization, and Planning Skills (HOPS) vs. Business as usual |
0 Days |
Full sample;
|
33.17 |
35.66 |
No |
-- | |
|
Children’s Organizational Skills Scale, Materials Management - Teacher Assessment (COSS, Materials Management - Teacher) |
Homework, Organization, and Planning Skills (HOPS) vs. Business as usual |
0 Days |
Full sample;
|
20.49 |
23.07 |
No |
-- | |
|
Children's Organizational Skills Scale, Task Planning - Teacher Assessment (COSS, Task Planning - Teacher) |
Homework, Organization, and Planning Skills (HOPS) vs. Business as usual |
0 Days |
Full sample;
|
12.39 |
12.19 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Female: 29%
Male: 71% -
Suburban, Urban
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Race Asian 1% Black 26% Native American 1% Other or unknown 14% White 55%
Study Details
Setting
This study was conducted in a large, diverse public school district, and included seven middle schools serving grades 6-8. The sample included both urban and suburban schools.
Study sample
Among students assigned to the HOPS intervention or the wait-list comparison group, the baseline sample included students who were 55 percent white; 26 percent black; 14 percent multiracial; 1 percent Asian; and 2 percent Native American. 71 percent of this sample was male. Twelve percent of the sample had family income less than $25k per year, and 36 percent had family income between $25k and $75k. Approximately 30 percent of students had an Individualized Education Plan and 55 percent were on ADHD medication
Intervention Group
The study tested the effects of two interventions: the Homework, Organization, and Planning Skills (HOPS) intervention or the Completing Homework by Improving Efficiency and Focus (CHIEF) intervention. For the HOPS intervention, students received up to 16 one-on-one sessions with a school mental health provider over an 11-week period. The sessions focused on building students' skills around topics such as organizing and managing school materials, recording homework, and planning and time management.
Comparison Group
Students in the comparison group received information on services available in the community, and parents were given an evaluation report describing the child's intelligence, achievement, and other diagnostic findings. At the conclusion of the study, students in the comparison group were provided one of the two interventions.
Support for implementation
School mental health providers who implemented the intervention received manuals for both the HOPS and CHIEF interventions, and met with the lead author for two 1-hour sessions before implementing the intervention. They did not receive supervision or consultation during the implementation period.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
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The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
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The number of students included in the analysis.
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The mean score of students in the comparison group.
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Study findings for this report.
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