A School-Based Program to Improve Children's Organizational Skills
Overview
- Phase
- N/A
- Intervention
- Not specified
- Conditions
- Attention Deficit Hyperactivity Disorder (ADHD)
- Sponsor
- NYU Langone Health
- Enrollment
- 35
- Locations
- 1
- Primary Endpoint
- Change in score on Organizational Skills Scale-Parent (COSS-P)
- Status
- Completed
- Last Updated
- 6 years ago
Overview
Brief Summary
The primary aim of this project is to address the need for an effective school-based intervention for elementary school-aged students with Organization, Time Management, and Planning (OTMP) deficits by adapting an evidence-supported clinic-based intervention so that it can be implemented in school settings. Investigators are learning to adapt an individual, clinic based program (OST-C) for children diagnosed with Attention Deficit Hyperactive Disorder (ADHD) to children with OTMP problems. Investigators will be collecting data . To this end, investigators will be collecting data on implementation (such as feasibility and acceptability), program development (what changes to the individual OST-C program were made based on findings during this study) and limited outcome data (repeated measures collection and pre- and post-treatment collection on a small sample, no control group).
Investigators
Eligibility Criteria
Inclusion Criteria
- •Children will be recruited based on their parents' interest level in having them participate in a program to improve their organizational skills.
- •Investigators will consider feedback from their 3rd to 5th grade general education or inclusion classroom teacher based on OTMP problems difficulties that interfere with functioning (difficulty in morning routine or end-of-day packing up routine, a high percentage of incomplete or missing assignments, messy desk or Seat Sack).
- •Investigators will not use specific cutoffs on normed measures for determining eligibility based on these difficulties, as the intention is to develop a program that can be easily disseminated.
- •Availability to attend twice-weekly sessions with the OTMP trainer either during the school day (during a time when they would not be pulled from academic content) or during after-school hours.
Exclusion Criteria
- •Children with Mental Retardation will not participate in the study, due to the difficulty they would likely have understanding the content of the sessions.
Outcomes
Primary Outcomes
Change in score on Organizational Skills Scale-Parent (COSS-P)
Time Frame: 10 Weeks
Change in score on Organizational Skills Scale-Teacher (COSS-T) Versions COSS-P, COSS-C, and COSS-T
Time Frame: 10 Weeks
be used to assess OTMP functioning at home and at school
Change in Homework Problem Checklist (HPCL) Score
Time Frame: 10 Weeks
The HPCL (Anesko, Schoiock, Ramirez, \& Levine, 1987) was designed to assess various aspects of homework performance. Parents are requested to rate each of 20 homework problems on a scale from 0 = never a problem to 3 = very often a problem
Change in score on Children's Organizational Skills Scale- (COSS-C)
Time Frame: 10 Weeks
Change in score on Academic Progress Report (APR)
Time Frame: 10 Weeks
The APR (Abikoff et al, 2013) assesses proficiency in six academic subjects relative to standard expectations (1=Well below standard expected at this time of year; 3=At standard; 5=Well above standard). The sum of ratings across the six academic subjects is the unit of analysis. Reliability is acceptable (coefficient alpha = .84), and this measure is sensitive to OST treatment effects (Abikoff et al., 2013).
Measures of Feasibility
Time Frame: 10 Weeks
Investigators will gather feasibility data based on completed activities during the study. They will record information about treatment training, number of groups run, number of students per group, scheduling challenges, number of meetings/contacts OST-S trainers had with teachers and parents, materials support, or any other items related to implementing the program will be recorded for the duration of the study.
Change in scoring on Children's Organizational Skills Scale
Time Frame: 10 Weeks
Change in score on Consumer Satisfaction Questionnaire (CSQ)
Time Frame: 10 Weeks
To assess satisfaction with treatment, and to serve as an index of treatment credibility, a consumer satisfaction questionnaire adapted from McMahon and Forehand (2003), will be completed by parents and teachers at post-treatment. Items (rated 1-7) tap overall satisfaction with treatment, perceived improvement of the child on the problems of concern to parent or teacher respectively, and evaluation of treatment providers.