Assessing Homework Problems in Children with ADHD: Validation of a Parent-Report Measure and Evaluation of Homework Performance Patterns

Langberg, Joshua M.; Arnold, L. Eugene; Flowers, Amanda M.; Altaye, Mekibib; Epstein, Jeff N.; Molina, Brooke S. G.

doi:10.1007/s12310-009-9021-x

Cited by 54 publications

(65 citation statements)

References 39 publications

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“…Mothers, however, typically have more responsibility for supporting and monitoring their children's activities than fathers (Bianchi and Raley 2005;Hosley and Montemayor 1997;Parke 2000). These tasks may be especially difficult in relation to adolescents with ADHD in part due to the time management and organizational difficulties of these teens (Langberg et al 2010). It is not clear, however, that these role differences explain the findings from the current study because they were not assessed; this is a second question that should be explored in further research.…”

Section: Discussionmentioning

confidence: 99%

Parenting Stress of Parents of Adolescents with Attention-Deficit Hyperactivity Disorder

Wiener

Biondic

Grimbos

et al. 2015

J Abnorm Child Psychol

112

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This study examined parenting stress among parents of adolescents with Attention-Deficit Hyperactivity Disorder (ADHD). The sample comprised 138 adolescents (84 ADHD, 52 boys, 32 girls; 54 non-ADHD, 24 boys, 30 girls) age 13 to 18 and their parents. Mothers (n = 135) and fathers (n = 98) of participating teens completed the Stress Index for Parents of Adolescents. Mothers and fathers of adolescents with ADHD reported more stress than parents of adolescents without ADHD with regard to their children's challenging behaviors (Adolescent domain stress). Mothers of adolescents with ADHD also reported that they experienced elevated levels of stress in terms of role restrictions, feelings of social alienation, conflict with their partner, feelings of guilt and incompetence (Parent domain stress), and relationship with their children (Adolescent-Parent Relationship domain stress; APR). The extent to which clinical levels of adolescent Oppositional Defiant Disorder (ODD) symptoms or externalizing behavior in general were associated with parenting stress depended on the rater of these behaviors. Parenting stress was associated with higher levels of ODD and other externalizing behaviors when these behaviors were rated by parents but not when they were rated by teachers. In addition, over and above adolescent ADHD classification, mothers' self-reported ADHD symptoms were associated with higher parenting stress in the Adolescent and Parent domains, and fathers' self-reported ADHD symptoms were associated with lower APR stress. The results suggest directions that should be considered for addressing parenting stress when designing interventions for families of adolescents with ADHD.

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Section: Discussionmentioning

confidence: 99%

Parenting Stress of Parents of Adolescents with Attention-Deficit Hyperactivity Disorder

Wiener

Biondic

Grimbos

et al. 2015

J Abnorm Child Psychol

112

View full text Add to dashboard Cite

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“…However, only participants who received the behavioral therapy component (behavioral and combined arms) showed a sustained effect on homework productivity and non-adherence to homework rules over time. Impressively, group differences were detectable a year after study treatments had ended [106].…”

Section: Other Domainsmentioning

confidence: 99%

Impact of Attention-Deficit Hyperactivity Disorder on School Performance: What are the Effects of Medication?

2015

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Attention-deficit hyperactivity disorder (ADHD) affects an estimated 5-7 % of schoolchildren worldwide. School functioning and academic achievement are frequently impaired by ADHD and represent one of the main reasons children start ADHD medication. Multiple potential causal pathways exist between ADHD and impaired school performance. In this review, we decompose school performance into three components and assess the impact of ADHD and its treatments on academic performance (assessed by grade point average [GPA], time on-task, percentage of work completed as well as percent completed correctly), academic skills (as measured by achievement tests and cognitive measures), and academic enablers (such as study skills, motivation, engagement, classroom behavior and interpersonal skills). Most studies examined only the short-term effects of medication on school performance. In these, ADHD medications have been observed to improve some aspects of school performance, with the largest impact on measures of academic performance such as seatwork productivity and on-task performance. In a subset of children, these benefits may translate into detectable improvements in GPA and achievement testing. However, limited data exists to support whether these changes are sustained over years. Optimizing medication effects requires periodic reassessment of school performance, necessitating a collaborative effort involving patients, parents, school staff and prescribers. Even with systematic reassessment, behavioral-based treatments and additional school-based services may be needed to maximize academic performance for the many youth with ADHD and prominent impairments in school performance.

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“…Although the mea sure was originally developed for students in early elementary school, its validity and appli cability for upper elementary and middle school students has been demonstrated (Power, Werba, Watkins, Angelucci, & Eiraldi, 2006). Factor analyses of the HPC using normative and clin ical samples have replicated a two factor solu tion; The first factor assesses inattention and task avoidance, and the second assesses poor productivity and nonadherence with homework rules (Langberg et al, 2010a;Power et al, 2006). The utility of the HPC has been demon strated by its sensitivity to family school behav ioral interventions for children with attentiondeficit hyperactivity disorder (ADHD; Langberg et al, 2010b;Power et al, 2012).…”

Section: Measurement Of Homework Performancementioning

confidence: 99%

Examining the validity of the Homework Performance Questionnaire: Multi-informant assessment in elementary and middle school.

Power¹,

Watkins²,

Mautone³

et al. 2015

School Psychology Quarterly

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Methods for measuring homework performance have been limited primarily to parent reports of homework deficits. The Homework Performance Questionnaire (HPQ) was developed to assess the homework functioning of students in Grades 1 to 8 from the perspective of both teachers and parents. The purpose of this study was to examine the factorial validity of teacher and parent versions of this scale, and to evaluate gender and grade-level differences in factor scores. The HPQ was administered in 4 states from varying regions of the United States. The validation sample consisted of students (n = 511) for whom both parent and teacher ratings were obtained (52% female, mean of 9.5 years of age, 79% non-Hispanic, and 78% White). The cross-validation sample included 1,450 parent ratings and 166 teacher ratings with similar demographic characteristics. The results of confirmatory factor analyses demonstrated that the best-fitting model for teachers was a bifactor solution including a general factor and 2 orthogonal factors, referring to student self-regulation and competence. The best-fitting model for parents was also a bifactor solution, including a general factor and 3 orthogonal factors, referring to student self-regulation, student competence, and teacher support of homework. Gender differences were identified for the general and self-regulation factors of both versions. Overall, the findings provide strong support for the HPQ as a multi-informant, multidimensional measure of homework performance that has utility for the assessment of elementary and middle school students.

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Assessing Homework Problems in Children with ADHD: Validation of a Parent-Report Measure and Evaluation of Homework Performance Patterns

Cited by 54 publications

References 39 publications

Parenting Stress of Parents of Adolescents with Attention-Deficit Hyperactivity Disorder

Parenting Stress of Parents of Adolescents with Attention-Deficit Hyperactivity Disorder

Impact of Attention-Deficit Hyperactivity Disorder on School Performance: What are the Effects of Medication?

Examining the validity of the Homework Performance Questionnaire: Multi-informant assessment in elementary and middle school.

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