1. Objectifs

Intentions :
«The purpose of this qualitative study was to better understand the student outcomes of the Homework, Organization and Planning Skills (HOPS) program (Langberg, 2011), a 16-sessions intervention designed to improve these skills in middleschool students with ADHD [attention deficit/hyperactivity disorder], and identify the different elements that may impact the degree of success […]. In addition, the replacement of the HOPS paper calendar by a digital equivalent for tablets was also explored.» (p. iii)

Questions/Hypothèses :
In this study, «the following research questions were explored: 1. What are the student outcomes of the HOPS program, as perceived by the student, the parents and the teacher? 2. What are the different elements that may impact the degree of success, feasibility and dissemination of the HOPS program, including the use of organizational applications for tablets and computers, as perceived by the student, the parents and the teacher?» (p. 29)

2. Méthode

Échantillon/Matériau :
For this research, three middleschool students with ADHD were selected. «Both qualitative and quantitative data were collected from each of the three participants prior and following the intervention. The BRIEF, a behaviour rating scale, was completed by each participant as well as both of their parents and one of their teacher and provided quantitative information on effectiveness and impact of the program. To complement this information, the researcher interviewed the participant, and both their parents and their teacher.» (p. 29)

Instruments :
- Guide d’entretien semi-directif
- Questionnaire

Type de traitement des données :
Analyse statistique
Analyse de contenu

3. Résumé

«Overall, through the examination of three case studies, according to students, parents and teachers, the HOPS program yielded progress in the area of organization of material, homework completion and planning of academic schoolwork, although it appears to have had a more important impact on organization of materials. Also, although both parents and teachers noted academic improvements on questionnaires and during interviews, teachers observed more conservative progress than did the students’ parents. Additionally, it seems that the length and timing of the sessions were perceived as the program’s strengths, whereas the level of parent involvement and the student’s level of independence at the conclusion of the program were deemed challenging by the participants. As well, it was found that the implementation of the program may entail parent-adolescent conflict. Lastly, it was found that the replacement of the paper calendar with computer and tablet applications did not prove to be problematic.» (p. 102)