The Effectiveness of the Homework, Organization, and Planning Skills (HOPS) Intervention for High School Students
Date of Award
Spring 5-2025
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in School Psychology
Department
Graduate Studies
Committee Chair
Joshua Johnson
Abstract
Attention Deficit Hyperactivity Disorder can present challenges for students in the school setting. This includes executive functioning deficits in planning, organization, and initiation. This project examined the use of the Homework, Organization, and Planning Skills (HOPS) intervention with a 16-year-old high school student with ADHD and consisted of six, one one-on-one sessions. Throughout the implementation of the intervention, the HOPS manual was used to help the student learn how to effectively organize his homework materials. Data collected during this project included the HOPS Organizational Skills Checklist criteria, number of missing assignments, and pre and post interventions results using the Executive Skills Questionnaire. The results demonstrated that the student increased the number of criteria met on the Organizational Skills Checklist. However, the number of missing assignments increased by the end of the intervention and the self-reported Executive Functioning skills remained consistent. These results do not support the use of HOPS as an effective intervention for a high school student with ADHD.
Recommended Citation
Logan Hobbs, Logan Hobbs, "The Effectiveness of the Homework, Organization, and Planning Skills (HOPS) Intervention for High School Students" (2025). Dissertations, Theses, and Projects. 1056.
https://red.mnstate.edu/thesis/1056
