<clinical_study>
  <!-- This xml conforms to an XML Schema at:
    https://clinicaltrials.gov/ct2/html/images/info/public.xsd -->
  <required_header>
    <download_date>ClinicalTrials.gov processed this data on September 20, 2023</download_date>
    <link_text>Link to the current ClinicalTrials.gov record.</link_text>
    <url>https://clinicaltrials.gov/ct2/show/NCT04465708</url>
  </required_header>
  <id_info>
    <org_study_id>19-016865</org_study_id>
    <nct_id>NCT04465708</nct_id>
  </id_info>
  <brief_title>HOPS Study: A Conceptual Replication</brief_title>
  <official_title>Evaluation of Homework, Organization, and Planning Skills (HOPS) Program: A Conceptual Replication</official_title>
  <sponsors>
    <lead_sponsor>
      <agency>Children's Hospital of Philadelphia</agency>
      <agency_class>Other</agency_class>
    </lead_sponsor>
    <collaborator>
      <agency>University of Pennsylvania</agency>
      <agency_class>Other</agency_class>
    </collaborator>
    <collaborator>
      <agency>Virginia Commonwealth University</agency>
      <agency_class>Other</agency_class>
    </collaborator>
    <collaborator>
      <agency>U.S. Department of Education</agency>
      <agency_class>U.S. Fed</agency_class>
    </collaborator>
  </sponsors>
  <source>Children's Hospital of Philadelphia</source>
  <oversight_info>
    <has_dmc>No</has_dmc>
    <is_fda_regulated_drug>No</is_fda_regulated_drug>
    <is_fda_regulated_device>No</is_fda_regulated_device>
  </oversight_info>
  <brief_summary>
    <textblock>
      The purpose of this current study is to conduct a conceptual replication with an independent&#xD;
      evaluation team of the randomized controlled trial conducted by Langberg and colleagues,&#xD;
      which demonstrated the efficacy of the Homework, Organization, and Planning Skills (HOPS)&#xD;
      intervention. The study will be conducted under routine practice conditions with school staff&#xD;
      serving as interventionists; the study sample will include the broad range of students with&#xD;
      organization, time management, and planning problems. The study will examine how&#xD;
      implementation factors (fidelity, engagement, working alliance) are related to outcomes, and&#xD;
      it will explore the potential moderating role of school organization factors on outcomes.&#xD;
    </textblock>
  </brief_summary>
  <detailed_description>
    <textblock>
      Organization, time management, and planning (OTMP) skills are associated with academic&#xD;
      performance. A randomized controlled trial found that the Homework, Organization, and&#xD;
      Planning Skills (HOPS) intervention was effective in improving student organization skills&#xD;
      and homework performance, with moderate to large effect sizes. HOPS is a 16-session skills&#xD;
      training program, provided individually to students in grades 6 through 8 who have OTMP&#xD;
      skills deficits that contribute to academic difficulties. Two parent consultations and one&#xD;
      teacher consultation promote generalization and maintenance of effects. The current study is&#xD;
      a conceptual replication of the previous HOPS study, conducted by an independent evaluation&#xD;
      team. The intervention will be delivered under routine practice conditions, with school staff&#xD;
      serving as interventionists. The study will examine how fidelity, engagement, and working&#xD;
      alliance are related to outcomes, and it will explore the extent to which school organization&#xD;
      factors moderate outcomes. Across 30 schools in Pennsylvania and New Jersey, Investigators&#xD;
      will recruit a total of 240 6th, 7th, and 8th grade students with OTMP deficits. Parents and&#xD;
      teachers provide data about the students. School counselors, Principals, and an&#xD;
      Individualized Education Plan (IEP)/504 Plan Case Manager may provide data about the&#xD;
      organizational context of the schools. The intervention is provided individually to students&#xD;
      by a member of the school staff or a member of the research team.&#xD;
&#xD;
      Using a cluster randomized design, Investigators will randomize schools to HOPS or Treatment&#xD;
      as Usual - Wait List (TAU-WL), ratio of 2:1. In HOPS schools, students will be randomly&#xD;
      assigned to receive intervention by school providers (HOPS-ST) or by research team providers&#xD;
      (HOPS-RT). Outcomes will be assessed at Baseline and Post-Treatment for all students, 5&#xD;
      months after Baseline assessment for all HOPS students and 6th and 7th grade TAU-WL students,&#xD;
      and 12 months after Baseline for students in grades 6 and 7 who received HOPS. Participants&#xD;
      in TAU-WL will receive HOPS following completion of study activities.&#xD;
    </textblock>
  </detailed_description>
  <overall_status>Recruiting</overall_status>
  <start_date type="Actual">October 25, 2021</start_date>
  <completion_date type="Anticipated">June 30, 2026</completion_date>
  <primary_completion_date type="Anticipated">January 30, 2026</primary_completion_date>
  <phase>N/A</phase>
  <study_type>Interventional</study_type>
  <has_expanded_access>No</has_expanded_access>
  <study_design_info>
    <allocation>Randomized</allocation>
    <intervention_model>Parallel Assignment</intervention_model>
    <primary_purpose>Other</primary_purpose>
    <masking>None (Open Label)</masking>
  </study_design_info>
  <primary_outcome>
    <measure>Change in Student Functioning at Home</measure>
    <time_frame>Baseline, 3 Months after Baseline, 5 Months after Baseline, 12 Months after Baseline</time_frame>
    <description>The Children's Organizational Skills Scale - Parent version (COSS-P) will be used to assess changes in OTMP functioning at home. COSS-P total scores have good discriminant validity and are sensitive to treatment effects. The COSS-P uses a 4-point rating scale (1=Hardly ever or never to 4=Just about all of the time). The COSS-P yields three subscale scores: Materials Management, Organized Actions, and Task Planning. Minimum scores for each subscale and the Total score are 40 and maximum scores are 90, with higher scores representing more impairment. The COSS-P will be used primarily as an outcome measure. In addition, Investigators will examine whether severity of organization problems, as measured by Baseline COSS-P scores, moderates the effect of treatment on academic outcomes.</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Change in Student Functioning at School</measure>
    <time_frame>Baseline, 3 Months after Baseline, 5 Months after Baseline, 12 Months after Baseline</time_frame>
    <description>The Children's Organizational Skills Scale - Teacher version (COSS-T) will be used to assess changes in OTMP functioning at school. COSS total scores have good discriminant validity and are sensitive to treatment effects. The COSS-T uses a 4-point rating scale (1=Hardly ever or never to 4=Just about all of the time). The COSS-T yields three subscale scores: Materials Management, Organized Actions, and Task Planning. Minimum scores for each subscale and the Total score are 40 and maximum scores are 90, with higher scores representing more impairment. The COSS-T will be used primarily as an outcome measure. In addition, Investigators will examine whether severity of organization problems, as measured by Baseline COSS-T scores, moderates the effect of treatment on academic outcomes.</description>
  </primary_outcome>
  <secondary_outcome>
    <measure>Change in Student Proficiency in Academic Subject Areas</measure>
    <time_frame>Baseline, 3 Months after Baseline, 5 Months after Baseline, 12 Months after Baseline</time_frame>
    <description>The Academic Progress Report (APR) is a teacher-report measure that assesses proficiency in up to six academic subjects relative to standard expectations (1=Well below standard expected at this time of year; 3=At standard; 5=Well above standard). The sum of ratings across six academic subjects is the unit of analysis. The minimum score is 1 and the maximum score is 5, with higher scores indicating higher functioning. Reliability is acceptable (alpha = .84), and this measure is sensitive to treatment effects for an elementary school organizational skills training intervention. For each participating student, Investigators will obtain teacher ratings on the APR from two of the student's academic teachers to attempt to capture the student's academic performance in a standardized fashion.</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Change in Student Academic Grades</measure>
    <time_frame>Baseline, 3 Months after Baseline, 5 Months after Baseline, 12 Months after Baseline</time_frame>
    <description>Investigators will obtain report card grades for the academic year prior to student enrollment, the academic year of student enrollment, and the academic year following student enrollment for all participating students. Investigators will calculate students' grade point average based on report card grades.</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Change in Student Homework Performance at Home</measure>
    <time_frame>Baseline, 3 Months after Baseline, 5 Months after Baseline, 12 Months after Baseline</time_frame>
    <description>The Homework Problem Checklist (HPC) is a 20-item parent-report measure that assesses student homework performance. Factor analyses conducted by Power and Langberg et al., have indicated that the HPC has two distinct factors: Homework Completion and Homework Materials Management. Scores range from a minimum of 0 to a maximum of 60, with higher scores representing higher impairment. The HPC has been shown to be sensitive to the effects of interventions to improve student homework and organization skills.</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Change in Student Homework Competence at School</measure>
    <time_frame>Baseline, 3 Months after Baseline, 5 Months after Baseline, 12 Months after Baseline</time_frame>
    <description>The Homework Performance Questionnaire - Teacher Revised Version (HPQ-T) assesses students' homework behavior during the past 4 weeks. Each item is rated on a 7-point scale indicating how often each behavior occurs (never or rarely = 0% to 10% of time; almost always/always = 91% to 100% of time). The 17-item General factor that assesses overall homework competence, which has strong psychometric properties, will be used in the analyses. This score is generated by averaging the scores of items 9-25, with a minimum score of 0 and a maximum score of 6. Higher scores indicate higher functioning.</description>
  </secondary_outcome>
  <number_of_arms>2</number_of_arms>
  <enrollment type="Anticipated">300</enrollment>
  <condition>Executive Dysfunction</condition>
  <condition>Attention Deficit Hyperactivity Disorder</condition>
  <arm_group>
    <arm_group_label>Homework, Organization, and Planning Skills (HOPS)</arm_group_label>
    <arm_group_type>Other</arm_group_type>
    <description>The Homework, Organization, and Planning Skills (HOPS) intervention is delivered through a series of 16 frequent but brief sessions between the HOPS provider and student. The HOPS intervention will be delivered by either a member of the school team (HOPS-ST), referred to as a &quot;school provider&quot;, or a member of the research team (HOPS-RT), referred to as a &quot;research provider&quot;. Each session is approximately 20 minutes. The three main skill areas covered as part of the program are: (1) school materials organization, (2) homework management and (3) time management and planning. A reward system is utilized in effort to change behavior patterns by making rewards available when a student engages in productive organizing and planning behaviors. The intervention also includes two parent meetings and one teacher meeting.</description>
  </arm_group>
  <arm_group>
    <arm_group_label>Treatment-As-Usual Waitlist (WL-TAU)</arm_group_label>
    <arm_group_type>No Intervention</arm_group_type>
    <description>The Treatment-As-Usual Waitlist (WL-TAU) will be enacted for study participants attending the enrolled schools assigned to this arm. After providing post data (and in some cases, follow-up data as well), participants will then receive the HOPS intervention.</description>
  </arm_group>
  <intervention>
    <intervention_type>Behavioral</intervention_type>
    <intervention_name>Homework, Organization, and Planning Skills</intervention_name>
    <description>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. HOPS includes two parent consultations and one teacher consultation to promote generalization and maintenance of effects.</description>
    <arm_group_label>Homework, Organization, and Planning Skills (HOPS)</arm_group_label>
    <other_name>HOPS</other_name>
  </intervention>
  <eligibility>
    <criteria>
      <textblock>
        Inclusion Criteria:&#xD;
&#xD;
          1. Male or female students in grades 6 through 8.&#xD;
&#xD;
          2. Student is in a general education classroom.&#xD;
&#xD;
          3. Student is nominated for the study by at least one academic teacher who reports&#xD;
             regularly assigning homework to this student.&#xD;
&#xD;
          4. Nominating teacher(s) rates the student's OTMP skills deficits as having a negative&#xD;
             impact on academic performance (rating &gt; 3 on a 4-point scale on at least one of four&#xD;
             interference items of COSS-T),&#xD;
&#xD;
          5. Parental/guardian permission (informed consent) and student assent.&#xD;
&#xD;
        Exclusion Criteria:&#xD;
&#xD;
          1. Students will be excluded if they are in a pull-out special education classroom for&#xD;
             more than 50% of the day, because the organizational demands for these students may&#xD;
             differ from those placed mostly in general education.&#xD;
&#xD;
          2. Students with a one-to-one aide will be excluded because the presence of an aide&#xD;
             substantially alters how an organizational intervention is implemented.&#xD;
&#xD;
          3. Students from families in which both caregivers do not speak English will be excluded&#xD;
             because the program has not yet been developed for non-English speakers.&#xD;
&#xD;
          4. Students from a family in which one student has already been enrolled in the study&#xD;
             will be excluded. Only one student per family will be included in the study.&#xD;
      </textblock>
    </criteria>
    <gender>All</gender>
    <minimum_age>11 Years</minimum_age>
    <maximum_age>15 Years</maximum_age>
    <healthy_volunteers>Accepts Healthy Volunteers</healthy_volunteers>
  </eligibility>
  <overall_official>
    <last_name>Thomas Power, PhD</last_name>
    <role>Principal Investigator</role>
    <affiliation>Children's Hospital of Philadelphia</affiliation>
  </overall_official>
  <overall_official>
    <last_name>Jenelle Nissley-Tsiopinis, PhD</last_name>
    <role>Principal Investigator</role>
    <affiliation>Children's Hospital of Philadelphia</affiliation>
  </overall_official>
  <overall_contact>
    <last_name>Phylicia Fleming</last_name>
    <phone>267-542-2534</phone>
    <email>flemingp@chop.edu</email>
  </overall_contact>
  <overall_contact_backup>
    <last_name>Jaclyn Cacia</last_name>
    <phone>(267) 426-6015</phone>
    <email>caciaj@chop.edu</email>
  </overall_contact_backup>
  <location>
    <facility>
      <name>Children's Hospital of Philadelphia</name>
      <address>
        <city>Philadelphia</city>
        <state>Pennsylvania</state>
        <zip>19146</zip>
        <country>United States</country>
      </address>
    </facility>
    <status>Recruiting</status>
    <contact>
      <last_name>Thomas Power, PhD</last_name>
      <email>power@chop.edu</email>
    </contact>
    <contact_backup>
      <last_name>Jenelle Nissley-Tsiopinis, PhD</last_name>
      <email>nissleyj@chop.edu</email>
    </contact_backup>
  </location>
  <location_countries>
    <country>United States</country>
  </location_countries>
  <reference>
    <citation>Langberg JM, Becker SP, Epstein JN, Vaughn AJ, Girio-Herrera E. Predictors of Response and Mechanisms of Change in an Organizational Skills Intervention for Students with ADHD. J Child Fam Stud. 2013 Oct 1;22(6):10.1007/s10826-012-9662-5. doi: 10.1007/s10826-012-9662-5.</citation>
    <PMID>24319323</PMID>
  </reference>
  <reference>
    <citation>Langberg JM, Dvorsky MR, Molitor SJ, Bourchtein E, Eddy LD, Smith ZR, Oddo LE, Eadeh HM. Overcoming the research-to-practice gap: A randomized trial with two brief homework and organization interventions for students with ADHD as implemented by school mental health providers. J Consult Clin Psychol. 2018 Jan;86(1):39-55. doi: 10.1037/ccp0000265. Epub 2017 Nov 27.</citation>
    <PMID>29172596</PMID>
  </reference>
  <reference>
    <citation>Abikoff H, Gallagher R, Wells KC, Murray DW, Huang L, Lu F, Petkova E. Remediating organizational functioning in children with ADHD: immediate and long-term effects from a randomized controlled trial. J Consult Clin Psychol. 2013 Feb;81(1):113-28. doi: 10.1037/a0029648. Epub 2012 Aug 13.</citation>
    <PMID>22889336</PMID>
  </reference>
  <reference>
    <citation>Pfiffner LJ, Villodas M, Kaiser N, Rooney M, McBurnett K. Educational outcomes of a collaborative school-home behavioral intervention for ADHD. Sch Psychol Q. 2013 Mar;28(1):25-36. doi: 10.1037/spq0000016.</citation>
    <PMID>23506023</PMID>
  </reference>
  <reference>
    <citation>Langberg JM, Arnold LE, Flowers AM, Altaye M, Epstein JN, Molina BS. Assessing Homework Problems in Children with ADHD: Validation of a Parent-Report Measure and Evaluation of Homework Performance Patterns. School Ment Health. 2010 Mar 1;2(1):3-12. doi: 10.1007/s12310-009-9021-x.</citation>
    <PMID>21544228</PMID>
  </reference>
  <reference>
    <citation>Power TJ, Mautone JA, Soffer SL, Clarke AT, Marshall SA, Sharman J, Blum NJ, Glanzman M, Elia J, Jawad AF. A family-school intervention for children with ADHD: results of a randomized clinical trial. J Consult Clin Psychol. 2012 Aug;80(4):611-23. doi: 10.1037/a0028188. Epub 2012 Apr 16.</citation>
    <PMID>22506793</PMID>
  </reference>
  <verification_date>February 2023</verification_date>
  <study_first_submitted>June 30, 2020</study_first_submitted>
  <study_first_submitted_qc>July 6, 2020</study_first_submitted_qc>
  <study_first_posted type="Actual">July 10, 2020</study_first_posted>
  <last_update_submitted>February 27, 2023</last_update_submitted>
  <last_update_submitted_qc>February 27, 2023</last_update_submitted_qc>
  <last_update_posted type="Actual">February 28, 2023</last_update_posted>
  <responsible_party>
    <responsible_party_type>Sponsor</responsible_party_type>
  </responsible_party>
  <condition_browse>
    <!-- CAUTION:  The following MeSH terms are assigned with an imperfect algorithm            -->
    <mesh_term>Attention Deficit Disorder with Hyperactivity</mesh_term>
  </condition_browse>
  <patient_data>
    <sharing_ipd>No</sharing_ipd>
  </patient_data>
  <!-- Results have not yet been posted for this study                                          -->
</clinical_study>


download date: ClinicalTrials.gov processed this data on September 20, 2023
link text: Link to the current ClinicalTrials.gov record.
url: https://clinicaltrials.gov/ct2/show/NCT04465708
org study id: 19-016865
nct id: NCT04465708
lead sponsor: 
collaborator: 
collaborator: 
collaborator: 
has dmc: No
is fda regulated drug: No
is fda regulated device: No
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.
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.
allocation: Randomized
intervention model: Parallel Assignment
primary purpose: Other
masking: None (Open Label)
measure: Change in Student Functioning at Home
time frame: Baseline, 3 Months after Baseline, 5 Months after Baseline, 12 Months after Baseline
description: The Children's Organizational Skills Scale - Parent version (COSS-P) will be used to assess changes in OTMP functioning at home. COSS-P total scores have good discriminant validity and are sensitive to treatment effects. The COSS-P uses a 4-point rating scale (1=Hardly ever or never to 4=Just about all of the time). The COSS-P yields three subscale scores: Materials Management, Organized Actions, and Task Planning. Minimum scores for each subscale and the Total score are 40 and maximum scores are 90, with higher scores representing more impairment. The COSS-P will be used primarily as an outcome measure. In addition, Investigators will examine whether severity of organization problems, as measured by Baseline COSS-P scores, moderates the effect of treatment on academic outcomes.
measure: Change in Student Functioning at School
time frame: Baseline, 3 Months after Baseline, 5 Months after Baseline, 12 Months after Baseline
description: The Children's Organizational Skills Scale - Teacher version (COSS-T) will be used to assess changes in OTMP functioning at school. COSS total scores have good discriminant validity and are sensitive to treatment effects. The COSS-T uses a 4-point rating scale (1=Hardly ever or never to 4=Just about all of the time). The COSS-T yields three subscale scores: Materials Management, Organized Actions, and Task Planning. Minimum scores for each subscale and the Total score are 40 and maximum scores are 90, with higher scores representing more impairment. The COSS-T will be used primarily as an outcome measure. In addition, Investigators will examine whether severity of organization problems, as measured by Baseline COSS-T scores, moderates the effect of treatment on academic outcomes.
measure: Change in Student Proficiency in Academic Subject Areas
time frame: Baseline, 3 Months after Baseline, 5 Months after Baseline, 12 Months after Baseline
description: The Academic Progress Report (APR) is a teacher-report measure that assesses proficiency in up to six academic subjects relative to standard expectations (1=Well below standard expected at this time of year; 3=At standard; 5=Well above standard). The sum of ratings across six academic subjects is the unit of analysis. The minimum score is 1 and the maximum score is 5, with higher scores indicating higher functioning. Reliability is acceptable (alpha = .84), and this measure is sensitive to treatment effects for an elementary school organizational skills training intervention. For each participating student, Investigators will obtain teacher ratings on the APR from two of the student's academic teachers to attempt to capture the student's academic performance in a standardized fashion.
measure: Change in Student Academic Grades
time frame: Baseline, 3 Months after Baseline, 5 Months after Baseline, 12 Months after Baseline
description: Investigators will obtain report card grades for the academic year prior to student enrollment, the academic year of student enrollment, and the academic year following student enrollment for all participating students. Investigators will calculate students' grade point average based on report card grades.
measure: Change in Student Homework Performance at Home
time frame: Baseline, 3 Months after Baseline, 5 Months after Baseline, 12 Months after Baseline
description: The Homework Problem Checklist (HPC) is a 20-item parent-report measure that assesses student homework performance. Factor analyses conducted by Power and Langberg et al., have indicated that the HPC has two distinct factors: Homework Completion and Homework Materials Management. Scores range from a minimum of 0 to a maximum of 60, with higher scores representing higher impairment. The HPC has been shown to be sensitive to the effects of interventions to improve student homework and organization skills.
measure: Change in Student Homework Competence at School
time frame: Baseline, 3 Months after Baseline, 5 Months after Baseline, 12 Months after Baseline
description: The Homework Performance Questionnaire - Teacher Revised Version (HPQ-T) assesses students' homework behavior during the past 4 weeks. Each item is rated on a 7-point scale indicating how often each behavior occurs (never or rarely = 0% to 10% of time; almost always/always = 91% to 100% of time). The 17-item General factor that assesses overall homework competence, which has strong psychometric properties, will be used in the analyses. This score is generated by averaging the scores of items 9-25, with a minimum score of 0 and a maximum score of 6. Higher scores indicate higher functioning.
arm group label: Homework, Organization, and Planning Skills (HOPS)
arm group type: Other
description: The Homework, Organization, and Planning Skills (HOPS) intervention is delivered through a series of 16 frequent but brief sessions between the HOPS provider and student. The HOPS intervention will be delivered by either a member of the school team (HOPS-ST), referred to as a "school provider", or a member of the research team (HOPS-RT), referred to as a "research provider". Each session is approximately 20 minutes. The three main skill areas covered as part of the program are: (1) school materials organization, (2) homework management and (3) time management and planning. A reward system is utilized in effort to change behavior patterns by making rewards available when a student engages in productive organizing and planning behaviors. The intervention also includes two parent meetings and one teacher meeting.
arm group label: Treatment-As-Usual Waitlist (WL-TAU)
arm group type: No Intervention
description: The Treatment-As-Usual Waitlist (WL-TAU) will be enacted for study participants attending the enrolled schools assigned to this arm. After providing post data (and in some cases, follow-up data as well), participants will then receive the HOPS intervention.
intervention type: Behavioral
intervention name: Homework, Organization, and Planning Skills
description: 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. HOPS includes two parent consultations and one teacher consultation to promote generalization and maintenance of effects.
arm group label: Homework, Organization, and Planning Skills (HOPS)
other name: HOPS
criteria: 
gender: All
minimum age: 11 Years
maximum age: 15 Years
healthy volunteers: Accepts Healthy Volunteers
last name: Thomas Power, PhD
role: Principal Investigator
affiliation: Children's Hospital of Philadelphia
last name: Jenelle Nissley-Tsiopinis, PhD
role: Principal Investigator
affiliation: Children's Hospital of Philadelphia
last name: Phylicia Fleming
phone: 267-542-2534
email: flemingp@chop.edu
last name: Jaclyn Cacia
phone: (267) 426-6015
email: caciaj@chop.edu
facility: 
status: Recruiting
contact: 
contact backup: 
country: United States
citation: Langberg JM, Becker SP, Epstein JN, Vaughn AJ, Girio-Herrera E. Predictors of Response and Mechanisms of Change in an Organizational Skills Intervention for Students with ADHD. J Child Fam Stud. 2013 Oct 1;22(6):10.1007/s10826-012-9662-5. doi: 10.1007/s10826-012-9662-5.
PMID: 24319323
citation: Langberg JM, Dvorsky MR, Molitor SJ, Bourchtein E, Eddy LD, Smith ZR, Oddo LE, Eadeh HM. Overcoming the research-to-practice gap: A randomized trial with two brief homework and organization interventions for students with ADHD as implemented by school mental health providers. J Consult Clin Psychol. 2018 Jan;86(1):39-55. doi: 10.1037/ccp0000265. Epub 2017 Nov 27.
PMID: 29172596
citation: Abikoff H, Gallagher R, Wells KC, Murray DW, Huang L, Lu F, Petkova E. Remediating organizational functioning in children with ADHD: immediate and long-term effects from a randomized controlled trial. J Consult Clin Psychol. 2013 Feb;81(1):113-28. doi: 10.1037/a0029648. Epub 2012 Aug 13.
PMID: 22889336
citation: Pfiffner LJ, Villodas M, Kaiser N, Rooney M, McBurnett K. Educational outcomes of a collaborative school-home behavioral intervention for ADHD. Sch Psychol Q. 2013 Mar;28(1):25-36. doi: 10.1037/spq0000016.
PMID: 23506023
citation: Langberg JM, Arnold LE, Flowers AM, Altaye M, Epstein JN, Molina BS. Assessing Homework Problems in Children with ADHD: Validation of a Parent-Report Measure and Evaluation of Homework Performance Patterns. School Ment Health. 2010 Mar 1;2(1):3-12. doi: 10.1007/s12310-009-9021-x.
PMID: 21544228
citation: Power TJ, Mautone JA, Soffer SL, Clarke AT, Marshall SA, Sharman J, Blum NJ, Glanzman M, Elia J, Jawad AF. A family-school intervention for children with ADHD: results of a randomized clinical trial. J Consult Clin Psychol. 2012 Aug;80(4):611-23. doi: 10.1037/a0028188. Epub 2012 Apr 16.
PMID: 22506793
responsible party type: Sponsor
mesh term: Attention Deficit Disorder with Hyperactivity
sharing ipd: No