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Gepubliceerd in: Journal of Child and Family Studies 7/2013

01-10-2013 | Original Paper

Predictors of Response and Mechanisms of Change in an Organizational Skills Intervention for Students with ADHD

Auteurs: Joshua M. Langberg, Stephen P. Becker, Jeffery N. Epstein, Aaron J. Vaughn, Erin Girio-Herrera

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 7/2013

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Abstract

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.
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Metagegevens
Titel
Predictors of Response and Mechanisms of Change in an Organizational Skills Intervention for Students with ADHD
Auteurs
Joshua M. Langberg
Stephen P. Becker
Jeffery N. Epstein
Aaron J. Vaughn
Erin Girio-Herrera
Publicatiedatum
01-10-2013
Uitgeverij
Springer US
Gepubliceerd in
Journal of Child and Family Studies / Uitgave 7/2013
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI
https://doi.org/10.1007/s10826-012-9662-5

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