Predictors of Response and Mechanisms of Change in an Organizational Skills Intervention for Students with ADHD
The purpose of the study was to evaluate predictors of response and mechanisms of change for the Homework, Organization, and Planning Skills (HOPS) intervention for middle school students with Attention-Deficit/Hyperactivity Disorder (ADHD). Twenty-three middle school students with ADHD (grades 6–8)...
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| Veröffentlicht in: | Journal of child and family studies 2013-10, Vol.22 (7), p.1000-1012 |
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| creator | Langberg, Joshua M. Becker, Stephen P. Epstein, Jeffery N. Vaughn, Aaron J. Girio-Herrera, Erin |
| description | The purpose of the study was to evaluate predictors of response and mechanisms of change for the Homework, Organization, and Planning Skills (HOPS) intervention for middle school students with Attention-Deficit/Hyperactivity Disorder (ADHD). Twenty-three middle school students with ADHD (grades 6–8) received the HOPS intervention implemented by school mental health providers and made significant improvements in parent-rated materials organization and planning skills, impairment due to organizational skills problems, and homework problems. Predictors of response examined included demographic and child characteristics, such as gender, ethnicity, intelligence, ADHD and ODD symptom severity, and ADHD medication use. Mechanisms of change examined included the therapeutic alliance and adoption of the organization and planning skills taught during the HOPS intervention. Participant implementation of the HOPS binder materials organization system and the therapeutic alliance as rated by the student significantly predicted post-intervention outcomes after controlling for pre-intervention severity. Adoption of the binder materials organization system predicted parent-rated improvements in organization, planning, and homework problems above and beyond the impact of the therapeutic alliance. These findings demonstrate the importance of teaching students with ADHD to use a structured binder organization system for organizing and filing homework and classwork materials and for transferring work to and from school. |
| doi_str_mv | 10.1007/s10826-012-9662-5 |
| format | Article |
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Twenty-three middle school students with ADHD (grades 6–8) received the HOPS intervention implemented by school mental health providers and made significant improvements in parent-rated materials organization and planning skills, impairment due to organizational skills problems, and homework problems. Predictors of response examined included demographic and child characteristics, such as gender, ethnicity, intelligence, ADHD and ODD symptom severity, and ADHD medication use. Mechanisms of change examined included the therapeutic alliance and adoption of the organization and planning skills taught during the HOPS intervention. Participant implementation of the HOPS binder materials organization system and the therapeutic alliance as rated by the student significantly predicted post-intervention outcomes after controlling for pre-intervention severity. Adoption of the binder materials organization system predicted parent-rated improvements in organization, planning, and homework problems above and beyond the impact of the therapeutic alliance. These findings demonstrate the importance of teaching students with ADHD to use a structured binder organization system for organizing and filing homework and classwork materials and for transferring work to and from school.</description><identifier>ISSN: 1062-1024</identifier><identifier>EISSN: 1573-2843</identifier><identifier>DOI: 10.1007/s10826-012-9662-5</identifier><identifier>PMID: 24319323</identifier><identifier>CODEN: JCFSES</identifier><language>eng</language><publisher>Boston: Springer US</publisher><subject>Attention deficit hyperactivity disorder ; Behavioral Science and Psychology ; Case Studies ; Child and School Psychology ; Contingency Management ; Demographic aspects ; Drug Use ; Elementary Education ; Elementary Schools ; Ethnicity ; Evidence ; Executive Function ; Extracurricular Activities ; Grade Point Average ; Grades (Scholastic) ; Homework ; Inhibition ; Intelligence ; Intervention ; Mental Disorders ; Mental Health ; Middle school students ; Middle Schools ; Organization ; Original Paper ; Parent-child relations ; Parents ; Planning ; Psychology ; Randomized Controlled Trials ; Resistance (Psychology) ; School Responsibility ; Schools ; Severity ; Short Term Memory ; Skills ; Social Sciences ; Sociology ; Students ; Teaching ; Therapeutic alliances ; Time management</subject><ispartof>Journal of child and family studies, 2013-10, Vol.22 (7), p.1000-1012</ispartof><rights>Springer Science+Business Media New York 2012</rights><rights>Springer Science+Business Media New York 2013</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c536t-58e1d9cabcffc00721d0b833d8c0d164833a3381c693876b8d9d18dcbb9af4573</citedby><cites>FETCH-LOGICAL-c536t-58e1d9cabcffc00721d0b833d8c0d164833a3381c693876b8d9d18dcbb9af4573</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s10826-012-9662-5$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s10826-012-9662-5$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>230,314,776,780,881,12825,27901,27902,30976,30977,41464,42533,51294</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/24319323$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Langberg, Joshua M.</creatorcontrib><creatorcontrib>Becker, Stephen P.</creatorcontrib><creatorcontrib>Epstein, Jeffery N.</creatorcontrib><creatorcontrib>Vaughn, Aaron J.</creatorcontrib><creatorcontrib>Girio-Herrera, Erin</creatorcontrib><title>Predictors of Response and Mechanisms of Change in an Organizational Skills Intervention for Students with ADHD</title><title>Journal of child and family studies</title><addtitle>J Child Fam Stud</addtitle><addtitle>J Child Fam Stud</addtitle><description>The purpose of the study was to evaluate predictors of response and mechanisms of change for the Homework, Organization, and Planning Skills (HOPS) intervention for middle school students with Attention-Deficit/Hyperactivity Disorder (ADHD). Twenty-three middle school students with ADHD (grades 6–8) received the HOPS intervention implemented by school mental health providers and made significant improvements in parent-rated materials organization and planning skills, impairment due to organizational skills problems, and homework problems. Predictors of response examined included demographic and child characteristics, such as gender, ethnicity, intelligence, ADHD and ODD symptom severity, and ADHD medication use. Mechanisms of change examined included the therapeutic alliance and adoption of the organization and planning skills taught during the HOPS intervention. Participant implementation of the HOPS binder materials organization system and the therapeutic alliance as rated by the student significantly predicted post-intervention outcomes after controlling for pre-intervention severity. Adoption of the binder materials organization system predicted parent-rated improvements in organization, planning, and homework problems above and beyond the impact of the therapeutic alliance. These findings demonstrate the importance of teaching students with ADHD to use a structured binder organization system for organizing and filing homework and classwork materials and for transferring work to and from school.</description><subject>Attention deficit hyperactivity disorder</subject><subject>Behavioral Science and Psychology</subject><subject>Case Studies</subject><subject>Child and School Psychology</subject><subject>Contingency Management</subject><subject>Demographic aspects</subject><subject>Drug Use</subject><subject>Elementary Education</subject><subject>Elementary Schools</subject><subject>Ethnicity</subject><subject>Evidence</subject><subject>Executive Function</subject><subject>Extracurricular Activities</subject><subject>Grade Point Average</subject><subject>Grades (Scholastic)</subject><subject>Homework</subject><subject>Inhibition</subject><subject>Intelligence</subject><subject>Intervention</subject><subject>Mental Disorders</subject><subject>Mental 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Adoption of the binder materials organization system predicted parent-rated improvements in organization, planning, and homework problems above and beyond the impact of the therapeutic alliance. These findings demonstrate the importance of teaching students with ADHD to use a structured binder organization system for organizing and filing homework and classwork materials and for transferring work to and from school.</abstract><cop>Boston</cop><pub>Springer US</pub><pmid>24319323</pmid><doi>10.1007/s10826-012-9662-5</doi><tpages>13</tpages><oa>free_for_read</oa></addata></record> |
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| ispartof | Journal of child and family studies, 2013-10, Vol.22 (7), p.1000-1012 |
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| subjects | Attention deficit hyperactivity disorder Behavioral Science and Psychology Case Studies Child and School Psychology Contingency Management Demographic aspects Drug Use Elementary Education Elementary Schools Ethnicity Evidence Executive Function Extracurricular Activities Grade Point Average Grades (Scholastic) Homework Inhibition Intelligence Intervention Mental Disorders Mental Health Middle school students Middle Schools Organization Original Paper Parent-child relations Parents Planning Psychology Randomized Controlled Trials Resistance (Psychology) School Responsibility Schools Severity Short Term Memory Skills Social Sciences Sociology Students Teaching Therapeutic alliances Time management |
| title | Predictors of Response and Mechanisms of Change in an Organizational Skills Intervention for Students with ADHD |
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