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Parent-Reported Homework Problems in the MTA Study: Evidence for Sustained Improvement with Behavioral Treatment

Please use this identifier to cite or link to this item: http://hdl.handle.net/1811/51672

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Title: Parent-Reported Homework Problems in the MTA Study: Evidence for Sustained Improvement with Behavioral Treatment
Creators: Langberg, Joshua M.; Arnold, L. Eugene; Flowers, Amanda M.; Epstein, Jeffery N.; Altaye, Mekibib; Hinshaw, Stephen P.; Swanson, James M.; Kotkin, Ronald; Simpson, Stephen; Molina, Brooke S. G.; Jensen, Peter S.; Abikoff, Howard; Pelham, William E.; Vitiello, Benedetto; Wells, Karen C.; Hechtman, Lily
Issue Date: 2008
Publisher: Taylor & Francis Group, LLC
Citation: Joshua M. Langberg et al , "Parent-Reported Homework Problems in the MTA Study: Evidence for Sustained Improvement with Behavioral Treatment," Journal of Clinical Child and Adolescent Psychology 37, no. 3 (2008), doi:10.1080/15374410903532700
DOI: 10.1080/15374410903532700
Abstract: Parent-report of child homework problems was examined as a treatment outcome variable in the MTA-Multimodal Treatment Study of Children with Attention-Deficit/ Hyperactivity Disorder (ADHD). Five hundred seventy-nine children ages 7.0 to 9.9 were randomly assigned to either medication management, behavioral treatment, combination treatment, or routine community care. Results showed that only participants who received behavioral treatment (behavioral and combined treatment) demonstrated sustained improvements in homework problems in comparison to routine community care. The magnitude of the sustained effect at the 10-month follow-up assessment was small to moderate for combined and behavioral treatment over routine community care (d=.37, .40, respectively). Parent ratings of initial ADHD symptom severity was the only variable found to moderate these effects.
ISSN: 1537-4424
URI: http://hdl.handle.net/1811/51672
Rights: © Taylor & Francis Group, LLC
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