Title of Dissertation: DEVELOPMENT AND PRELIMINARY TESTING OF A BRIEF, BEHAVIORAL INTERVENTION TO ADDRESS THE HOMEWORK-RELATED PROBLEMS OF

In contrast to the vast literature on treatments for children with ADHD, there is a relative paucity of research examining the efficacy of psychosocial treatments for adolescents with ADHD (Chronis, Jones, & Raggi, 2006). Furthermore, only a handful of these studies employ educational interventions designed to improve academic functioning, and no study has examined the use of a specific intervention targeting the homework-related difficulties of this group (Raggi & Chronis, 2006). This is despite nearly all parents of adolescents with ADHD reporting school and academic issues as their primary concern (Robin, 1990; Power et al., 2006). Intervening at this critical juncture may be ideal for preparing youth with ADHD to handle the increased academic demands of middle school and high school. In order to address this treatment need and gap in the literature, a behaviorally-based, family-school homework intervention program (HIP) for middle school students with ADHD was developed. This five-session program is integrative and evidence-based, with an emphasis on the functional analysis of homework problems, parent training in homework management principles, goal setting and contingency contracting, organizational and time management skills training, an