WWC review of this study

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.

  • Randomized Controlled Trial
     examining 
    157
     Students
    , grades
    6-8

Reviewed: February 2023

At least one finding shows promising evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards without reservations
Problem behavior outcomes—Statistically significant positive effect found for the domain
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;
157 students

12.70

17.39

Yes

 
 
40
 

Homework Problems Checklist (HPC) Factor II

Homework, Organization, and Planning Skills (HOPS) vs. Business as usual

0 Days

Full sample;
157 students

28.28

34.46

Yes

 
 
31
 
School engagement outcomes—Statistically significant positive effect found for the domain
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;
157 students

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;
157 students

27.58

29.19

No

--
Self-determination outcomes—Statistically significant positive effect found for the domain
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;
157 students

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;
157 students

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;
157 students

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;
157 students

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;
157 students

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;
157 students

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.

Characteristics of study sample as reported by study author.


  • Female: 29%
    Male: 71%

  • Suburban, Urban
  • Race
    Asian
    1%
    Black
    26%
    Native American
    1%
    Other or unknown
    14%
    White
    55%

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.

 

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This download will include data files for study and findings review data and a data dictionary.

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