Adapting an empirical clinic‐based organizational skills training program for use in schools
Iterative development and pilot assessment
Bibliographic Data
| ID | 21375611 |
|---|---|
| Authors | Christina A Di Bartolo (Department of Child and Adolescent Psychiatry and Behavioral Science Children's Hospital of Philadelphia USA, corresponding author), Howard Abikoff (0000-0002-6360-3605, Department of Child and Adolescent Psychiatry NYU Langone Health New York New York USA), Margaret McDonald (Department of Child and Adolescent Psychiatry NYU Langone Health New York New York USA), Richard Gallagher (0000-0002-6612-3463, Department of Child and Adolescent Psychiatry NYU Langone Health New York New York USA) |
| Year | 2021 |
| Volume | 58 |
| Issue | 7 |
| Pages | 1225-1245 |
| Publication date | 2021-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.22530 |
| OpenAlex | W3153654899 |
| Language | EN |
| Citations received | 1 |
| References cited | 39 |
Effective organizational skills (e.g., time management, materials management, and task planning) are associated with academic success, yet some children struggle to gain these skills without intervention. While evidence‐based organizational skills interventions for pediatric clinical populations exist, none target organizationally impaired general populations in a primary school setting. In Organizational Skills Training‐School (OST‐S), school professionals teach small groups of 4th–5th grade organizationally impaired elementary school students skills associated with tracking assignments, managing materials, time management, and planning. This open pilot study of 33 students examined: a. the feasibility of adapting and implementing an established clinic‐based, individualized treatment (OST‐C) to a group format in a school setting, b. the program's acceptability among children, parents, and school partners, and c. whether participating children improved in the same functional areas that OST‐C positively influenced. Results indicated that we could adapt the intervention, school partners could implement it, and participants could accept it. Pre‐post improvements in organizational skills (as rated by parents, teachers, and children), homework problems, and academic performance demonstrated the potential effectiveness of OST‐S, suggesting the need for further efficacy work
Intervention (counseling) · Medical education · Pedagogy · Psychological intervention · Skills management · Time management · Tracking (education) · Behavioral and Psychological Studies · Child and Adolescent Psychosocial and Emotional Development · Family and Disability Support Research · Medicine · Psychology
Implementation science and school psychology.
Statewide Implementation of Evidence-Based Programs
The role and interpretation of pilot studies in clinical research
Enhancing Treatment Fidelity in Health Behavior Change Studies
The Revised Conners' Parent Rating Scale (CPRS-R)
User‐centered design for psychosocial intervention development and implementation.
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |