Development and preliminary testing of a brief, behavioral intervention to address the homework-related problems of middle school students with ADHD

Title of Dissertation: DEVELOPMENT AND PRELIMINARY TESTING OF A BRIEF, BEHAVIORAL INTERVENTION TO ADDRESS THE HOMEWORK-RELATED PROBLEMS OF MIDDLE SCHOOL STUDENTS WITH ADHD Veronica L. Raggi, Doctor of Philosophy, 2008 Dissertation Directed by: Professor Andrea Chronis Department of Psychology In contrast to the vast literature on treatments for children with ADHD, there is a relative paucity of research examining the efficacy of psychosocial treatments for adolescents with ADHD (Chronis, Jones, & Raggi, 2006). Furthermore, only a handful of these studies employ educational interventions designed to improve academic functioning, and no study has examined the use of a specific intervention targeting the homework-related difficulties of this group (Raggi & Chronis, 2006). This is despite nearly all parents of adolescents with ADHD reporting school and academic issues as their primary concern (Robin, 1990; Power et al., 2006). Intervening at this critical juncture may be ideal for preparing youth with ADHD to handle the increased academic demands of middle school and high school. In order to address this treatment need and gap in the literature, a behaviorally-based, family-school homework intervention program (HIP) for middle school students with ADHD was developed. This five-session program is integrative and evidence-based, with an emphasis on the functional analysis of homework problems, parent training in homework management principles, goal setting and contingency contracting, organizational and time management skills training, and parent-teacher consultation. Participants included 11 middle school students diagnosed with ADHD and their mothers. A multiple-baseline (MB) across participants design was used to assess intervention effects. Results from this single-subject design suggest that the HIP is beneficial in improving homework-related problems across multiple indicators of change. Positive effects were also observed on some measures of overall academic progress and ADHD symptoms. This intervention demonstrated high levels of acceptability and satisfaction as perceived by both parents and adolescents. This pilot study would benefit from being followed with well-controlled, group-design studies to provide further evidence of the effectiveness of this novel, behavioral homework intervention for use with middle school students with ADHD. This study was funded by a Division 53 American Psychological Association (APA) Dissertation Award and the Milton Dean Havron Social Sciences Award for Academic Excellence from the University of Maryland, College Park. Development and Preliminary Testing of a Brief, Behavioral Intervention to Address the Homework-Related Problems of Middle School Students with ADHD by Veronica L. Raggi Dissertation submitted to the Faculty of the Graduate School of the University of Maryland, College Park in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2008 Advisory Committee: Professor Andrea Chronis, Ph.D., Chair Professor Jack Blanchard, Ph.D. Professor Nathan Fox, Ph.D. Professor Carl Lejuez, Ph.D. Professor Susan Parault, Ph.D. © Copyright by Veronica L. Raggi 2008