The Experts below are selected from a list of 257451 Experts worldwide ranked by ideXlab platform
Aaron J Vaughn - One of the best experts on this subject based on the ideXlab platform.
-
evaluation of the homework organization and planning skills hops intervention for middle school students with attention deficit hyperactivity disorder as implemented by school mental health providers
School Psychology Review, 2012Co-Authors: Joshua M Langberg, Jeffery N Epstein, Stephen P Becker, Erin Girioherrera, Aaron J VaughnAbstract:Children with attention deficit/hyperactivity disorder (ADHD) typically experience clinically significant impairment in the school setting as evidenced by lower school grades and achievement scores and higher rates of school dropout in comparison to their peers (DuPaul & Stoner, 2003; Frazier, Youngstrom, Glutting, & Watkins, 2007). Emerging evidence suggests that organizational skills problems characteristic of children with ADHD are strongly associated with academic impairment. Organizational skills is a broad term that encompasses both the ability to manage Materials and belongings (e.g., transfer of homework assignments to and from school) and time (e.g., planning ahead to ensure adequate time is spent studying). Parent and teacher ratings of Materials Management and planning behaviors have been shown to predict school grades, with Materials Management behaviors predicting grades above and beyond the impact of intelligence (Langberg, Epstein et al., 2011). Further, parent ratings of homework Materials Management in elementary school have been shown to predict gradepoint average (GPA) in high school (Langberg, Molina et al., 2011). The association between homework Materials Management and academic performance is present even after controlling for stimulant medication use and receipt of school services (Langberg, Molina et al., 2011). Problems with organization tend to increase in severity as children progress through school (Arnold, Flowers, Epstein et al., 2010; Booster, DuPaul, Eiraldi, & Power, 2010; Langberg et al., 2010). In particular, problems with organization often escalate following the transition to middle school (Evans et al., 2005). The transition to middle school is marked with numerous environmental changes and represents a significant challenge for children with externalizing behavior problems (Langberg, Epstein, Altaye et al., 2008; Moilanen et al., 2010). A greater number of teachers, increased demands for independence, and larger workloads make the transition to middle school difficult (Evans, Langberg, Raggi, Allen, & Buvinger, 2005; Evans, Serpell, & White, 2005). Middle school children with ADHD frequently lose homework assignments or fail to turn them in on time; misplace school Materials such as books, pencils, and classwork; and procrastinate and fail to adequately prepare for tests (Evans et al., 2009; Langberg, Epstein et al., 2011). Given the association between organizational skills and academic performance (Langberg, Vaughn et al., 2011), and the fact that medication does not normalize these problems (Abikoff et al., 2009; see Langberg & Becker, 2012 for a review), psychosocial interventions have been developed. Organizational skills interventions have typically focused on academic aspects of organization, such as classroom preparation, homework Management, and managing time during and after school, in addition to the physical organization of school Materials. Strategy and skills training are typically the core features of organizational interventions for children with ADHD. Behavioral therapeutic techniques such as rehearsal, prompting, shaping, and contingency Management are used to teach and promote skills use and their generalization. Most organizational skills interventions include point systems or token economies to monitor and reward adherence to a structured organizational skills system (see Langberg, Epstein, and Graham, 2008, for a review). Children are awarded points on a periodic basis for meeting operationalized goals, which are then typically applied towards purchasing rewards. The ultimate goal is to reduce the frequency of monitoring and overt reward and/or to transfer monitoring and reward responsibilities from the clinician to school staff or to the child's parent(s)/guardian(s), or to the child for self-monitoring (Langberg, Epstein, & Graham, 2008). To this end, many organizational skills programs for children include intervention with parents/guardians or school mental health (SMH) providers such as school counselors and psychologists (e. …
-
evaluation of the homework organization and planning skills hops intervention for middle school students with attention deficit hyperactivity disorder as implemented by school mental health providers
School Psychology Review, 2012Co-Authors: Joshua M Langberg, Jeffery N Epstein, Stephen P Becker, Erin Girioherrera, Aaron J VaughnAbstract:The purpose of the study was to evaluate the Homework, Organization, and Planning Skills (HOPS) intervention for middle school students with Attention-Deficit/Hyperactivity Disorder (ADHD) as implemented by school mental health (SMH) providers using a randomized trial design. Seventeen SMH providers from five school districts implemented the HOPS intervention. Forty-seven middle school students with ADHD (grades 6-8) were randomly assigned to receive the HOPS intervention or to a waitlist comparison group. Parent and teacher ratings of organizational skills and homework problems were collected pre- and post-intervention and at a 3-monoth follow-up, and school grades were also collected. Intervention participants demonstrated significant improvements relative to the waitlist comparison across parent-rated organized action (d = .88), Materials Management (d = .63), planning (d = 1.05), and homework completion behaviors (d = .85). Intervention participants did not make significant improvements relative to the comparison group according to teacher ratings. SMH providers were able to implement the HOPS intervention with fidelity despite the fact that no formal ongoing consultation was provided.
Joshua M Langberg - One of the best experts on this subject based on the ideXlab platform.
-
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
Journal of Consulting and Clinical Psychology, 2018Co-Authors: Joshua M Langberg, Melissa R Dvorsky, Stephen J Molitor, Elizaveta Bourchtein, Laura D Eddy, Zoe R Smith, Lauren E Oddo, Hanamay EadehAbstract:OBJECTIVE: To evaluate the effectiveness of 2 brief school-based interventions targeting the homework problems of adolescents with attention-deficit/hyperactivity disorder (ADHD)-the Homework, Organization, and Planning Skills (HOPS) intervention and the Completing Homework by Improving Efficiency and Focus (CHIEF) intervention, as implemented by school mental health providers during the school day. A secondary goal was to use moderator analyses to identify student characteristics that may differentially predict intervention response. METHOD: Two-hundred and eighty middle school students with ADHD were randomized to the HOPS or CHIEF interventions or to waitlist, and parent and teacher ratings were collected pre, post, and at a 6-month follow-up. RESULTS: Both interventions were implemented with fidelity by school mental health providers. Participants were pulled from elective periods and sessions averaged less than 20 min. Participants in HOPS and CHIEF demonstrated significantly greater improvements in comparison with waitlist on parent ratings of homework problems and organizational skills and effect sizes were large. HOPS participants also demonstrated moderate effect size improvements on Materials Management and organized action behaviors according to teachers. HOPS participants made significantly greater improvements in parent- and teacher-rated use of organized actions in comparison with CHIEF, but not on measures of homework problems. Moderation analyses revealed that participants with more severe psychopathology and behavioral dysregulation did significantly better with the HOPS intervention as compared to the CHIEF intervention. CONCLUSIONS: Brief school-based interventions implemented by school providers can be effective. This type of service delivery model may facilitate overcoming the oft cited research-to-practice gap. (PsycINFO Database Record
-
evaluation of the homework organization and planning skills hops intervention for middle school students with attention deficit hyperactivity disorder as implemented by school mental health providers
School Psychology Review, 2012Co-Authors: Joshua M Langberg, Jeffery N Epstein, Stephen P Becker, Erin Girioherrera, Aaron J VaughnAbstract:Children with attention deficit/hyperactivity disorder (ADHD) typically experience clinically significant impairment in the school setting as evidenced by lower school grades and achievement scores and higher rates of school dropout in comparison to their peers (DuPaul & Stoner, 2003; Frazier, Youngstrom, Glutting, & Watkins, 2007). Emerging evidence suggests that organizational skills problems characteristic of children with ADHD are strongly associated with academic impairment. Organizational skills is a broad term that encompasses both the ability to manage Materials and belongings (e.g., transfer of homework assignments to and from school) and time (e.g., planning ahead to ensure adequate time is spent studying). Parent and teacher ratings of Materials Management and planning behaviors have been shown to predict school grades, with Materials Management behaviors predicting grades above and beyond the impact of intelligence (Langberg, Epstein et al., 2011). Further, parent ratings of homework Materials Management in elementary school have been shown to predict gradepoint average (GPA) in high school (Langberg, Molina et al., 2011). The association between homework Materials Management and academic performance is present even after controlling for stimulant medication use and receipt of school services (Langberg, Molina et al., 2011). Problems with organization tend to increase in severity as children progress through school (Arnold, Flowers, Epstein et al., 2010; Booster, DuPaul, Eiraldi, & Power, 2010; Langberg et al., 2010). In particular, problems with organization often escalate following the transition to middle school (Evans et al., 2005). The transition to middle school is marked with numerous environmental changes and represents a significant challenge for children with externalizing behavior problems (Langberg, Epstein, Altaye et al., 2008; Moilanen et al., 2010). A greater number of teachers, increased demands for independence, and larger workloads make the transition to middle school difficult (Evans, Langberg, Raggi, Allen, & Buvinger, 2005; Evans, Serpell, & White, 2005). Middle school children with ADHD frequently lose homework assignments or fail to turn them in on time; misplace school Materials such as books, pencils, and classwork; and procrastinate and fail to adequately prepare for tests (Evans et al., 2009; Langberg, Epstein et al., 2011). Given the association between organizational skills and academic performance (Langberg, Vaughn et al., 2011), and the fact that medication does not normalize these problems (Abikoff et al., 2009; see Langberg & Becker, 2012 for a review), psychosocial interventions have been developed. Organizational skills interventions have typically focused on academic aspects of organization, such as classroom preparation, homework Management, and managing time during and after school, in addition to the physical organization of school Materials. Strategy and skills training are typically the core features of organizational interventions for children with ADHD. Behavioral therapeutic techniques such as rehearsal, prompting, shaping, and contingency Management are used to teach and promote skills use and their generalization. Most organizational skills interventions include point systems or token economies to monitor and reward adherence to a structured organizational skills system (see Langberg, Epstein, and Graham, 2008, for a review). Children are awarded points on a periodic basis for meeting operationalized goals, which are then typically applied towards purchasing rewards. The ultimate goal is to reduce the frequency of monitoring and overt reward and/or to transfer monitoring and reward responsibilities from the clinician to school staff or to the child's parent(s)/guardian(s), or to the child for self-monitoring (Langberg, Epstein, & Graham, 2008). To this end, many organizational skills programs for children include intervention with parents/guardians or school mental health (SMH) providers such as school counselors and psychologists (e. …
-
evaluation of the homework organization and planning skills hops intervention for middle school students with attention deficit hyperactivity disorder as implemented by school mental health providers
School Psychology Review, 2012Co-Authors: Joshua M Langberg, Jeffery N Epstein, Stephen P Becker, Erin Girioherrera, Aaron J VaughnAbstract:The purpose of the study was to evaluate the Homework, Organization, and Planning Skills (HOPS) intervention for middle school students with Attention-Deficit/Hyperactivity Disorder (ADHD) as implemented by school mental health (SMH) providers using a randomized trial design. Seventeen SMH providers from five school districts implemented the HOPS intervention. Forty-seven middle school students with ADHD (grades 6-8) were randomly assigned to receive the HOPS intervention or to a waitlist comparison group. Parent and teacher ratings of organizational skills and homework problems were collected pre- and post-intervention and at a 3-monoth follow-up, and school grades were also collected. Intervention participants demonstrated significant improvements relative to the waitlist comparison across parent-rated organized action (d = .88), Materials Management (d = .63), planning (d = 1.05), and homework completion behaviors (d = .85). Intervention participants did not make significant improvements relative to the comparison group according to teacher ratings. SMH providers were able to implement the HOPS intervention with fidelity despite the fact that no formal ongoing consultation was provided.
Kun-hsing Liu - One of the best experts on this subject based on the ideXlab platform.
-
resource and waste stream modeling and visualization as decision support tools for sustainable Materials Management
Journal of Cleaner Production, 2017Co-Authors: Pi Cheng Chen, Kun-hsing LiuAbstract:Abstract Sustainable Materials Management requires the knowledge of complex material flow system. However, it's difficult for the policy maker and industries to know the flows for the lack of the expertise to implement material flow analysis. Facing this issue, we designed a web-based tool to generate interactive Sankey diagrams for developing strategies to sustainably manage resource and waste flows through a complex economy. By examining the opportunities across a material's lifecycle, this tool supports sustainable Materials Management, which is important in reducing environmental pressures and the demand for resource extraction. Three applications were developed for (1) tracking resource flows along supply chains, (2) identifying economic activities that cause waste generation, and (3) tracing the material footprints for a sector. To finish the applications, we integrated a comprehensive resource and waste database with several input–output analysis based material flow models. For easy recognition of the key flows and activities, Sankey diagrams can be generated using a data-visualization technology. This article demonstrates the material Management practices that can be discovered with the information of the flow system from the applications. Examine the flow paths of resources, several practices for sand and gravels are formulated based on the key activities in processing or using the material. Overviewing the driving forces of industrial wastes, we also pinpoint the practices to reduce the generation of coal ash. Tracking the resource footprints of economic activities, we highlight that the construction sector can use the cement made from blast furnace slag as to reduce the footprint. Also, we explain how this approach facilitates the coordination of government's interagency actions and the engagement of private sectors.
-
an information system for sustainable Materials Management with material flow accounting and waste input output analysis
Sustainable Environment Research, 2017Co-Authors: Pi Cheng Chen, Ray Reu, Bo Chieh Yang, Kuang Ly Cheng, Yi Hua Lee, Kun-hsing Liu, Harvey J HoungAbstract:Abstract Sustainable Materials Management focuses on the dynamics of Materials in economic and environmental activities to optimize material use efficiency and reduce environmental impact. A preliminary web-based information system is thus developed to analyze the issues of resource consumption and waste generation, enabling countries to manage resources and wastes from a life cycle perspective. This pioneering system features a four-layer framework that integrates information on physical flows and economic activities with material flow accounting and waste input–output table analysis. Within this framework, several applications were developed for different waste and resource Management stakeholders. The hierarchical and interactive dashboards allow convenient overview of economy-wide material accounts, waste streams, and secondary resource circulation. Furthermore, the system can trace material flows through associated production supply chain and consumption activities. Integrated with economic models; this system can predict the possible overloading on the current waste Management facility capacities and provide decision support for designing strategies to approach resource sustainability. The limitations of current system are specified for directing further enhancement of functionalities.
Jeffery N Epstein - One of the best experts on this subject based on the ideXlab platform.
-
evaluation of the homework organization and planning skills hops intervention for middle school students with attention deficit hyperactivity disorder as implemented by school mental health providers
School Psychology Review, 2012Co-Authors: Joshua M Langberg, Jeffery N Epstein, Stephen P Becker, Erin Girioherrera, Aaron J VaughnAbstract:Children with attention deficit/hyperactivity disorder (ADHD) typically experience clinically significant impairment in the school setting as evidenced by lower school grades and achievement scores and higher rates of school dropout in comparison to their peers (DuPaul & Stoner, 2003; Frazier, Youngstrom, Glutting, & Watkins, 2007). Emerging evidence suggests that organizational skills problems characteristic of children with ADHD are strongly associated with academic impairment. Organizational skills is a broad term that encompasses both the ability to manage Materials and belongings (e.g., transfer of homework assignments to and from school) and time (e.g., planning ahead to ensure adequate time is spent studying). Parent and teacher ratings of Materials Management and planning behaviors have been shown to predict school grades, with Materials Management behaviors predicting grades above and beyond the impact of intelligence (Langberg, Epstein et al., 2011). Further, parent ratings of homework Materials Management in elementary school have been shown to predict gradepoint average (GPA) in high school (Langberg, Molina et al., 2011). The association between homework Materials Management and academic performance is present even after controlling for stimulant medication use and receipt of school services (Langberg, Molina et al., 2011). Problems with organization tend to increase in severity as children progress through school (Arnold, Flowers, Epstein et al., 2010; Booster, DuPaul, Eiraldi, & Power, 2010; Langberg et al., 2010). In particular, problems with organization often escalate following the transition to middle school (Evans et al., 2005). The transition to middle school is marked with numerous environmental changes and represents a significant challenge for children with externalizing behavior problems (Langberg, Epstein, Altaye et al., 2008; Moilanen et al., 2010). A greater number of teachers, increased demands for independence, and larger workloads make the transition to middle school difficult (Evans, Langberg, Raggi, Allen, & Buvinger, 2005; Evans, Serpell, & White, 2005). Middle school children with ADHD frequently lose homework assignments or fail to turn them in on time; misplace school Materials such as books, pencils, and classwork; and procrastinate and fail to adequately prepare for tests (Evans et al., 2009; Langberg, Epstein et al., 2011). Given the association between organizational skills and academic performance (Langberg, Vaughn et al., 2011), and the fact that medication does not normalize these problems (Abikoff et al., 2009; see Langberg & Becker, 2012 for a review), psychosocial interventions have been developed. Organizational skills interventions have typically focused on academic aspects of organization, such as classroom preparation, homework Management, and managing time during and after school, in addition to the physical organization of school Materials. Strategy and skills training are typically the core features of organizational interventions for children with ADHD. Behavioral therapeutic techniques such as rehearsal, prompting, shaping, and contingency Management are used to teach and promote skills use and their generalization. Most organizational skills interventions include point systems or token economies to monitor and reward adherence to a structured organizational skills system (see Langberg, Epstein, and Graham, 2008, for a review). Children are awarded points on a periodic basis for meeting operationalized goals, which are then typically applied towards purchasing rewards. The ultimate goal is to reduce the frequency of monitoring and overt reward and/or to transfer monitoring and reward responsibilities from the clinician to school staff or to the child's parent(s)/guardian(s), or to the child for self-monitoring (Langberg, Epstein, & Graham, 2008). To this end, many organizational skills programs for children include intervention with parents/guardians or school mental health (SMH) providers such as school counselors and psychologists (e. …
-
evaluation of the homework organization and planning skills hops intervention for middle school students with attention deficit hyperactivity disorder as implemented by school mental health providers
School Psychology Review, 2012Co-Authors: Joshua M Langberg, Jeffery N Epstein, Stephen P Becker, Erin Girioherrera, Aaron J VaughnAbstract:The purpose of the study was to evaluate the Homework, Organization, and Planning Skills (HOPS) intervention for middle school students with Attention-Deficit/Hyperactivity Disorder (ADHD) as implemented by school mental health (SMH) providers using a randomized trial design. Seventeen SMH providers from five school districts implemented the HOPS intervention. Forty-seven middle school students with ADHD (grades 6-8) were randomly assigned to receive the HOPS intervention or to a waitlist comparison group. Parent and teacher ratings of organizational skills and homework problems were collected pre- and post-intervention and at a 3-monoth follow-up, and school grades were also collected. Intervention participants demonstrated significant improvements relative to the waitlist comparison across parent-rated organized action (d = .88), Materials Management (d = .63), planning (d = 1.05), and homework completion behaviors (d = .85). Intervention participants did not make significant improvements relative to the comparison group according to teacher ratings. SMH providers were able to implement the HOPS intervention with fidelity despite the fact that no formal ongoing consultation was provided.
Stephen P Becker - One of the best experts on this subject based on the ideXlab platform.
-
evaluation of the homework organization and planning skills hops intervention for middle school students with attention deficit hyperactivity disorder as implemented by school mental health providers
School Psychology Review, 2012Co-Authors: Joshua M Langberg, Jeffery N Epstein, Stephen P Becker, Erin Girioherrera, Aaron J VaughnAbstract:Children with attention deficit/hyperactivity disorder (ADHD) typically experience clinically significant impairment in the school setting as evidenced by lower school grades and achievement scores and higher rates of school dropout in comparison to their peers (DuPaul & Stoner, 2003; Frazier, Youngstrom, Glutting, & Watkins, 2007). Emerging evidence suggests that organizational skills problems characteristic of children with ADHD are strongly associated with academic impairment. Organizational skills is a broad term that encompasses both the ability to manage Materials and belongings (e.g., transfer of homework assignments to and from school) and time (e.g., planning ahead to ensure adequate time is spent studying). Parent and teacher ratings of Materials Management and planning behaviors have been shown to predict school grades, with Materials Management behaviors predicting grades above and beyond the impact of intelligence (Langberg, Epstein et al., 2011). Further, parent ratings of homework Materials Management in elementary school have been shown to predict gradepoint average (GPA) in high school (Langberg, Molina et al., 2011). The association between homework Materials Management and academic performance is present even after controlling for stimulant medication use and receipt of school services (Langberg, Molina et al., 2011). Problems with organization tend to increase in severity as children progress through school (Arnold, Flowers, Epstein et al., 2010; Booster, DuPaul, Eiraldi, & Power, 2010; Langberg et al., 2010). In particular, problems with organization often escalate following the transition to middle school (Evans et al., 2005). The transition to middle school is marked with numerous environmental changes and represents a significant challenge for children with externalizing behavior problems (Langberg, Epstein, Altaye et al., 2008; Moilanen et al., 2010). A greater number of teachers, increased demands for independence, and larger workloads make the transition to middle school difficult (Evans, Langberg, Raggi, Allen, & Buvinger, 2005; Evans, Serpell, & White, 2005). Middle school children with ADHD frequently lose homework assignments or fail to turn them in on time; misplace school Materials such as books, pencils, and classwork; and procrastinate and fail to adequately prepare for tests (Evans et al., 2009; Langberg, Epstein et al., 2011). Given the association between organizational skills and academic performance (Langberg, Vaughn et al., 2011), and the fact that medication does not normalize these problems (Abikoff et al., 2009; see Langberg & Becker, 2012 for a review), psychosocial interventions have been developed. Organizational skills interventions have typically focused on academic aspects of organization, such as classroom preparation, homework Management, and managing time during and after school, in addition to the physical organization of school Materials. Strategy and skills training are typically the core features of organizational interventions for children with ADHD. Behavioral therapeutic techniques such as rehearsal, prompting, shaping, and contingency Management are used to teach and promote skills use and their generalization. Most organizational skills interventions include point systems or token economies to monitor and reward adherence to a structured organizational skills system (see Langberg, Epstein, and Graham, 2008, for a review). Children are awarded points on a periodic basis for meeting operationalized goals, which are then typically applied towards purchasing rewards. The ultimate goal is to reduce the frequency of monitoring and overt reward and/or to transfer monitoring and reward responsibilities from the clinician to school staff or to the child's parent(s)/guardian(s), or to the child for self-monitoring (Langberg, Epstein, & Graham, 2008). To this end, many organizational skills programs for children include intervention with parents/guardians or school mental health (SMH) providers such as school counselors and psychologists (e. …
-
evaluation of the homework organization and planning skills hops intervention for middle school students with attention deficit hyperactivity disorder as implemented by school mental health providers
School Psychology Review, 2012Co-Authors: Joshua M Langberg, Jeffery N Epstein, Stephen P Becker, Erin Girioherrera, Aaron J VaughnAbstract:The purpose of the study was to evaluate the Homework, Organization, and Planning Skills (HOPS) intervention for middle school students with Attention-Deficit/Hyperactivity Disorder (ADHD) as implemented by school mental health (SMH) providers using a randomized trial design. Seventeen SMH providers from five school districts implemented the HOPS intervention. Forty-seven middle school students with ADHD (grades 6-8) were randomly assigned to receive the HOPS intervention or to a waitlist comparison group. Parent and teacher ratings of organizational skills and homework problems were collected pre- and post-intervention and at a 3-monoth follow-up, and school grades were also collected. Intervention participants demonstrated significant improvements relative to the waitlist comparison across parent-rated organized action (d = .88), Materials Management (d = .63), planning (d = 1.05), and homework completion behaviors (d = .85). Intervention participants did not make significant improvements relative to the comparison group according to teacher ratings. SMH providers were able to implement the HOPS intervention with fidelity despite the fact that no formal ongoing consultation was provided.