Adapting an Evidence Based Tier 3 Organizational Skill Intervention to Improve Classwide Organizational Skills

Although numerous studies have analyzed organizational interventions with children with ADHD, minimal research has evaluated the impact of teaching universal organizational skills, classwide, to elementary aged students. This study investigated the impact of teaching organizational skills classwide...

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Bibliographic Details
Published in:Journal of applied school psychology 2022-04, Vol.38 (2), p.123-147
Main Authors: Britton-Rumohr, Deanna Jo, Lannie, Amanda L.
Format: Article
Language:English
Subjects:
Assignments
Attention Deficit Hyperactivity Disorder
Classrooms
classwide
Elementary School Students
Foreign Countries
General education
Interpersonal Competence
Intervention
multi-tiered system of support
Organization
Positive Behavior Supports
Self Management
Skill development
Skills
Teaching
Teaching Methods
Time Management
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Summary:Although numerous studies have analyzed organizational interventions with children with ADHD, minimal research has evaluated the impact of teaching universal organizational skills, classwide, to elementary aged students. This study investigated the impact of teaching organizational skills classwide to two classrooms of Grade 3, 4, and 5 general education students. The current study employed a concurrent multiple baseline design across skills. Results of the study found that organizational skills training increased three organizational skills for both classrooms. The results suggest that organizational skills training, specifically designed for students with ADHD and in one to one settings could be successfully adapted and implemented with typically developing children in a classwide setting. Supplemental data for this article is available online at https://doi.org/10.1080/15377903.2021.1911898.
ISSN:1537-7903
1537-7911
DOI:10.1080/15377903.2021.1911898