Attention Deficit Hyperactivity Disorder (ADHD)
Conditions
Keywords
Organization, Time Management, and Planning (OTMP)
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).
Interventions
BEHAVIORALOrganizational Skills Training (OST) Intervention
Sponsors
NYU Langone Health
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
SUPPORTIVE_CARE
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
8 Years to 11 Years
Healthy volunteers
No
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.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in scoring on Children's Organizational Skills Scale | 10 Weeks | — |
| Change in score on Organizational Skills Scale-Parent (COSS-P) | 10 Weeks | — |
| Change in score on Children's Organizational Skills Scale- (COSS-C) | 10 Weeks | — |
| Change in score on Organizational Skills Scale-Teacher (COSS-T) Versions COSS-P, COSS-C, and COSS-T | 10 Weeks | be used to assess OTMP functioning at home and at school |
| Change in Homework Problem Checklist (HPCL) Score | 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 Academic Progress Report (APR) | 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). |
| Change in score on Consumer Satisfaction Questionnaire (CSQ) | 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. |
| Measures of Feasibility | 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. |
Countries
United States
Outcome results
None listed