Overview
The purpose of this current study is to conduct a conceptual replication with an independent evaluation team of the randomized controlled trial conducted by Langberg and colleagues, which demonstrated the efficacy of the Homework, Organization, and Planning Skills (HOPS) intervention. The study will be conducted under routine practice conditions with school staff serving as interventionists; the study sample will include the broad range of students with organization, time management, and planning problems. The study will examine how implementation factors (fidelity, engagement, working alliance) are related to outcomes, and it will explore the potential moderating role of school organization factors on outcomes.
Description
Organization, time management, and planning (OTMP) skills are associated with academic performance. A randomized controlled trial found that the Homework, Organization, and Planning Skills (HOPS) intervention was effective in improving student organization skills and homework performance, with moderate to large effect sizes. HOPS is a 16-session skills training program, provided individually to students in grades 6 through 8 who have OTMP skills deficits that contribute to academic difficulties. Two parent consultations and one teacher consultation promote generalization and maintenance of effects. The current study is a conceptual replication of the previous HOPS study, conducted by an independent evaluation team. The intervention will be delivered under routine practice conditions, with school staff serving as interventionists. The study will examine how fidelity, engagement, and working alliance are related to outcomes, and it will explore the extent to which school organization factors moderate outcomes. Across 30 schools in Pennsylvania and New Jersey, Investigators will recruit a total of 240 6th, 7th, and 8th grade students with OTMP deficits. Parents and teachers provide data about the students. School counselors, Principals, and an Individualized Education Plan (IEP)/504 Plan Case Manager may provide data about the organizational context of the schools. The intervention is provided individually to students by a member of the school staff or a member of the research team.
Using a cluster randomized design, Investigators will randomize schools to HOPS or Treatment as Usual - Wait List (TAU-WL), ratio of 2:1. In HOPS schools, students will be randomly assigned to receive intervention by school providers (HOPS-ST) or by research team providers (HOPS-RT). Outcomes will be assessed at Baseline and Post-Treatment for all students, 5 months after Baseline assessment for all HOPS students and 6th and 7th grade TAU-WL students, and 12 months after Baseline for students in grades 6 and 7 who received HOPS. Participants in TAU-WL will receive HOPS following completion of study activities.
Eligibility
Inclusion Criteria:
- Male or female students in grades 6 through 8.
- Student is in a general education classroom.
- Student is nominated for the study by at least one academic teacher who reports regularly assigning homework to this student.
- Nominating teacher(s) rates the student's OTMP skills deficits as having a negative impact on academic performance (rating > 3 on a 4-point scale on at least one of four interference items of COSS-T),
- Parental/guardian permission (informed consent) and student assent.
Exclusion Criteria:
- Students will be excluded if they are in a pull-out special education classroom for more than 50% of the day, because the organizational demands for these students may differ from those placed mostly in general education.
- Students with a one-to-one aide will be excluded because the presence of an aide substantially alters how an organizational intervention is implemented.
- Students from families in which both caregivers do not speak English will be excluded because the program has not yet been developed for non-English speakers.
- Students from a family in which one student has already been enrolled in the study will be excluded. Only one student per family will be included in the study.