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:
2008Metadata
Show full item recordPublisher:
Taylor & Francis Group, LLCCitation:
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:10.1080/15374410903532700Abstract:
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.
Type:
ArticleISSN:
1537-4424Rights:
© Taylor & Francis Group, LLCCollections
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