Evaluating the Use of the Homework, Organization, and Planning Skills (HOPS), Second Edition Intervention for a High School Student with Executive Functioning Deficits

Date of Award

Winter 12-17-2025

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in School Psychology

Department

Graduate Studies

Committee Chair

Mary Dosch

Keywords

Executive Functioning, ADHD, ASD, Homework, Organization

Abstract

Success within school and daily life is positively linked to well-developed executive functioning (EF) skills as students are required to use many complex problem-solving skills that routinely build and strengthen their EF skills (Mann et al., 2015). Many students with EF deficits can display symptoms like disorganization of materials, trouble with homework planning, and task initiation (Fogel et al., 2019). The purpose of this project was to evaluate the use of the Homework, Organization, and Planning Skills (HOPS; Langberg, 2022), Second Edition intervention with a 15-year-old, tenth grade male diagnosed with ADHD and Autism. The intervention was implemented over nine 20-minute one-on-one sessions. Data collected throughout the intervention consisted of the HOPS-II Organizational Skills Checklist, Homework Recording Accuracy Checklist, Time Management Checklist, the Points System Tracking Sheet, weekly missing assignments, IEP progress monitoring data for task initiation, and a pre/post assessment using the Panorama survey platform. The results of this intervention demonstrated that the student’s overall homework planning rate did increase, but it is unclear if this progress was due to the intervention implemented or a stimulant medication change.

Abstract only: No full text available.

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