The Effectiveness of the Homework, Organization, and Planning Skills (HOPS) Intervention for a Middle School Student Diagnosed with ADHD

Date of Award

Winter 12-20-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in School Psychology

Department

Graduate Studies

Committee Chair

Margaret Potter

Keywords

HOPS, attention deficit hyperactivity disorder, middle school, multicomponent intervention

Abstract

Homework, defined as tasks to be completed by students during non-school hours, has been found to foster both academic and nonacademic benefits such as increasing learning and understanding of academic material (Foyle, 1984; Cooper, 1989). However, children with attention deficit hyperactivity disorder (ADHD), or other attention and learning difficulties, often exhibit significant homework complications that negatively affect academic performance (Power et al. 2006). This project examined the use of the Homework, Organization and Planning Skills (HOPS; Langberg, 2011) intervention with a 12 year old, seventh grade boy with ADHD and consisted of eight, 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. A classroom paraprofessional completed Direct Behavior Ratings on class preparedness daily for each core class. Other data collected during this project included the HOPS Organizational Skills Checklist criteria, number of missing assignments and class grades. The results demonstrate that the student’s total number of missing assignments decreased from 18 to 0 and he raised his grades to all B’s. Therefore, this study supports the use of HOPS as an effective intervention for a middle school student with ADHD.

Abstract only: No full text available.

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