Langberg Joshua M, Epstein Jeffery N, Becker Stephen P, Girio-Herrera Erin, Vaughn Aaron J
Virginia Commonwealth University and Cincinnati Children's Hospital Medical Center.
University of Cincinnati School of Medicine and Cincinnati Children's Hospital Medical Center.
School Psych Rev. 2012 Sep;41(3):342-364.
The purpose of the study was to evaluate the Homework, Organization, and Planning Skills (HOPS) intervention for middle school students with Attention-Deficit/Hyperactivity Disorder (ADHD) as implemented by school mental health (SMH) providers using a randomized trial design. Seventeen SMH providers from five school districts implemented the HOPS intervention. Forty-seven middle school students with ADHD (grades 6-8) were randomly assigned to receive the HOPS intervention or to a waitlist comparison group. Parent and teacher ratings of organizational skills and homework problems were collected pre- and post-intervention and at a 3-monoth follow-up, and school grades were also collected. Intervention participants demonstrated significant improvements relative to the waitlist comparison across parent-rated organized action ( = .88), materials management ( = .63), planning ( = 1.05), and homework completion behaviors ( = .85). Intervention participants did not make significant improvements relative to the comparison group according to teacher ratings. SMH providers were able to implement the HOPS intervention with fidelity despite the fact that no formal ongoing consultation was provided.
本研究的目的是通过随机试验设计，评估学校心理健康（SMH）提供者为患有注意力缺陷/多动障碍（ADHD）的中学生实施的家庭作业、组织和计划技能（HOPS）干预措施。来自五个学区的17名SMH提供者实施了HOPS干预。47名患有ADHD的中学生（6至8年级）被随机分配接受HOPS干预或进入候补名单对照组。在干预前后以及3个月随访时收集了家长和教师对组织技能和家庭作业问题的评分，同时也收集了学校成绩。与候补名单对照组相比，干预参与者在家长评定的有条理行动（=0.88）、材料管理（=0.63）、计划（=1.05）和家庭作业完成行为（=0.85）方面有显著改善。根据教师评分，干预参与者与对照组相比没有显著改善。尽管没有提供正式的持续咨询，但SMH提供者能够忠实地实施HOPS干预。
