The Effectiveness of the Homework, Organization, and Planning Skills (HOPS) Intervention for High School Students

Abstract

Attention Deficit Hyperactivity Disorder can present challenges for students in the school setting. This includes executive functioning deficits in planning, organization, and initiation. This project examined the use of the Homework, Organization, and Planning Skills (HOPS) intervention with a 16-year-old high school student with ADHD and consisted of six, one one-on-one sessions. Throughout the implementation of the intervention, the HOPS manual was used to help the student learn how to effectively organize his homework materials. Data collected during this project included the HOPS Organizational Skills Checklist criteria, number of missing assignments, and pre and post interventions results using the Executive Skills Questionnaire. The results demonstrated that the student increased the number of criteria met on the Organizational Skills Checklist. However, the number of missing assignments increased by the end of the intervention and the self-reported Executive Functioning skills remained consistent. These results do not support the use of HOPS as an effective intervention for a high school student with ADHD