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ViewAttendees 7

Symposia

ADHD - Child

Session: Promoting Success in School: Identifying Key Elements of Effective Organizational Skills Training Interventions

2 - (SYM 22) Components of Effective Child Skills Training Intervention: An Organizational Skills Training Exemplar

Friday, November 17, 2023
12:30 PM – 2:00 PM PST
Location: Beckler (302), Level 3

Over the past 20 years, several child skills training interventions have been developed, and organizational skills training has been recognized as a well-established treatment for children with ADHD. Next steps include determining the link between intervention components and outcomes. An exemplar organizational skills training program, Organizational Skills Training (OST) was developed by Howard Abikoff, Richard Gallagher and colleagues and has been found to be effective as a clinic-based intervention for 3rd through 5th grade organizationally impaired children with ADHD and was adapted for school delivery (OST-S). The school version was further adapted to OST-Tier 2 (OST-T2), which is being evaluated in a RCT. OST-T2 has four intervention segments: tracking assignments (TA), materials management (MM), time management (TM) and planning (Pl) and emphasizes the critical importance of in-session and between-session skills practice. This presentation examines the link between each type of practice and improvements in children’s OTMP skills in response to OST-T2.

Participants (n=88) from diverse backgrounds attended 10 schools (subsidized lunch rates = 9-100%). They received OST-T2 from school providers through a cluster randomized trial. Outcome measures included the Children’s Organizational Skills Scale – Parent (COSS-P) and Teacher (COSS-T) versions, which evaluate children’s OTMP skills. Analyses examined how school partner ratings of in-session and between-session practice are linked with child outcomes.

School partner ratings of ; in-session practice were relatively high (TA Mean=4.5, SD=.6; MM Mean=4.5, SD=.5; TM Mean=4.4, SD=.5; Pl Mean=4.3, SD=.6). Ratings of between-session practice were lower and more variable (TA Mean=3.3, SD=1.1; MM Mean=3.4, SD=1.0; TM Mean=3.2, SD=1.0; Pl Mean=2.8, SD=1.0). Preliminary analyses suggest that school partner ratings of between-session practice of skills during the later sections of the intervention predicted student outcomes by teacher report (TM Cohen’s d = .81; Pl Cohen’s d = .65). This paper will investigate the effect of in session and between session practice, and their interaction, on both parent and teacher reported improvements. The findings add to our understanding of how skills training impact programs student outcomes.