School-Based Organizational Skills Training for Students in Grades 3-5: A Cluster Randomized Trial

• Published in: Journal of consulting and clinical psychology 2024-10, Vol.92 (10), p.674-691
• Main Authors: Nissley-Tsiopinis, Jenelle, Power, Thomas J., Fleming, Phylicia F., Tremont, Katie L., Poznanski, Bridget, Ryan, Shannon, Cacia, Jaclyn, Egan, Theresa, Montalbano, Cristin, Holdaway, Alex, Patel, Ami, Gallagher, Richard, Abikoff, Howard, Localio, A. Russell, Mautone, Jennifer A.
• Format: Article
• Language: English
• Subjects: Academic achievement; Caregivers; Child; Cognitive Ability; Female; Homework; Human; Humans; Intervention; Male; Mental Health; Schools; Skill development; Skill Learning; Students; Students - psychology; Teachers
• ISSN: 0022-006X; 1939-2117; 1939-2117
• DOI: 10.1037/ccp0000909

Objective: Research has demonstrated the effectiveness of interventions to reduce organizational skills deficits and homework problems, including the clinic-based Organizational Skills Training (OST-C) program (Abikoff et al., 2013). In this study, OST-C was adapted for schools as a small-group (Tier 2) intervention delivered by school partners (OST-T2). Method: The study was conducted in 22 schools serving students from diverse backgrounds. Students (n = 186; 122 male) in Grades 3-5, ages 8-12 (M = 9.7 years; SD = 0.88) with organizational skills deficits referred by teachers were enrolled. Schools were randomly assigned to OST-T2 or treatment as usual with waitlist. OST-T2 consisted of sixteen 35-min child sessions, two caregivers, and two teacher consultations. Outcomes were evaluated with longitudinal mixed effects modeling at posttreatment, 5-month and 12-month follow-up using caregiver and teacher reports of organizational skills, homework, and academic performance. Results: OST-T2 resulted in reductions in organizational skills deficits on caregiver and teacher report (p < .001) at posttreatment and 5-month follow-up (effect sizes [ES], Cohen's d = 0.96, 1.20). Findings also revealed a reduction in caregiver-reported homework problems at posttreatment and 5-month follow-up (p < .001, ES = 0.60, 0.72), and an improvement in teacher-rated homework at posttreatment (p = .007, ES = 0.64). Effects were attenuated at 12-month follow-up. The effects of OST-T2 on academic measures were not significant. Conclusions: Findings provide evidence for the immediate and short-term effectiveness of OST-T2 delivered by school professionals. What is the public health significance of this article? This study demonstrated the effectiveness of organizational skills training provided by school professionals for students ages 8-11, with teacher-identified organization, time management, and planning difficulties.