Organizational Skills Training - Tier 2 (OST-T2)

NCT03443323 | Completed Results

• 2 other identifiers: 17-014227R305A170052-20
• Study Type: interventional
• Target: 186
• Locations: 1 country
• Sites: 3

Brief Summary

The purpose of this study was to evaluate the Organizational Skills Training Program - Tier 2 version (OST-T2) in a cluster randomized trial. Participating schools will be randomly assigned to one of two groups: 1) an OST-T2 intervention group and 2) a treatment as usual control group. Participating students (3rd through 5th grade) were from 22 schools in Pennsylvania and New Jersey and included both urban and suburban schools serving a diverse population. OST-T2 is a small-group, skills training intervention for children, which includes parent and teacher consultation to support student use of new skills. The program is delivered by school staff who receive training and consultation from intervention experts.

Conditions

Executive Function; Behavioral Research; Schools; Behavior Therapy

Keywords

Executive Function; Behavioral Research; Cost Analysis; Students; Schools; Randomized Controlled Trial; Behavior Therapy; Skills Training

Outcome Measures

Primary Outcomes (2)

• Students' Organizational Functioning - Teacher Report

  The Children's Organizational Skills Scales - Teacher Version (COSS-T) was used to assess changes in OTMP functioning at home and school over several time points. COSS total scores have good discriminant validity and are sensitive to treatment effects. Each COSS version uses a 4-point rating scale (1=Hardly ever or never to 4=Just about all of the time). Higher scores indicate a worse outcome. Although the COSS yields three subscale scores, only the total score of 28 items was used to reduce the number of measures in the analyses. The mean item score was calculated and used in analyses; possible range is from 1 to 4.

  Baseline, 14-weeks (post-treatment), 5-months and 12-months

• Students' Organizational Functioning - Parent Report

  The Children's Organizational Skills Scales - Parent Version (COSS-P) was used to assess changes in OTMP functioning at home and school over several time points. COSS total scores have good discriminant validity and are sensitive to treatment effects. Each COSS version uses a 4-point rating scale (1=Hardly ever or never to 4=Just about all of the time). Higher scores indicate a worse outcome. Although the COSS yields three subscale scores, only the 26-item total score was used to reduce the number of measures in the analyses. The mean item score was calculated and used in analyses; possible range is from 1 to 4.

  Baseline, 14-weeks (post-treatment), 5-months and 12-months

Secondary Outcomes (6)

• Students' Homework Performance - Teacher Report

  Baseline, 14-weeks (post-treatment), 5-months and 12-months

• Students' Homework Performance - Parent Report

  Baseline, 14-weeks (post-treatment), 5-months and 12-months

• Student Academic Proficiency

  Baseline, 14-weeks (post-treatment), 5-months and 12-months

• Student Academic Competence

  Baseline, 14-weeks (post-treatment), 5-months and 12-months

• Student Academic Grades

  Baseline, 5-months

Study Arms (2)

OST-T2 Intervention group

EXPERIMENTAL

Small group skills training for students in grades 3 through 5 with difficulties with organization, time management, and planning skills. Includes parent and teacher involvement to support student skills use.

Behavioral: Organizational Skills Training - Tier 2 (OST-T2)

Treatment as usual control group

NO INTERVENTION

Strategies currently in use by schools to address organization, time management, and planning skills problems.

Interventions

Organizational Skills Training - Tier 2 (OST-T2) BEHAVIORAL

OST-T2 is a small group skills training intervention, with parents and teachers supporting children's use of new skills. The program manual includes strategies for training and coaching school staff, referred to as school partners, to effectively implement OST-T2 and guidelines to modify the program for implementation in diverse schools with diverse students. Each student session includes: (a) homework review to assess completion of between-session skills implementation; (b) skill-building activities, which include the use of modeling, shaping, guided practice, and reinforcement for organized behavior; and (c) activities to promote generalization of skills. Sessions address four organizational challenges: (a) tracking assignments, (b) managing materials, (c) managing time, and (d) planning for long term assignments.

OST-T2 Intervention group

Eligibility Criteria

• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• Any student enrolled in grades 3 through 5 in one of the participating schools who meets the following criteria.
• First, students will be recommended by their general education teacher if the following are true: (a) students who are struggling the most with OTMP skills, (b) whose OTMP skill deficits are the students' primary concern (c) whose academic performance is negatively impacted by their OTMP deficits, and (d) who have at least one parent who speaks English.
• Second, students must have or be at risk for developing OTMP deficits.

You may not qualify if:

• Students will be excluded if they are in a pull-out special education classroom for more than 50% of the day as the organizational demands for these students may differ from those students placed mostly in general education.
• Students with a one-to-one aide will be excluded because the presence of an aide substantially alters how an organizational intervention is implemented.
• Students from families in which both caregivers do not speak English will be excluded because the program has not yet been developed for non-English speakers.
• Only one student per family will be included in the study.

Sponsors & Collaborators

• Children's Hospital of Philadelphia: lead
• University of Pennsylvania: collaborator
• New York University: collaborator
• U.S. Department of Education: collaborator

Study Sites (3)

New York University

New York, New York, 10016, United States

Location

University of Pennsylvania

Philadelphia, Pennsylvania, 19104, United States

Location

Children's Hospital of Philadelphia

Philadelphia, Pennsylvania, 19146, United States

Location

Related Publications (6)

• Best JR, Miller PH, Naglieri JA. Relations between Executive Function and Academic Achievement from Ages 5 to 17 in a Large, Representative National Sample. Learn Individ Differ. 2011 Aug;21(4):327-336. doi: 10.1016/j.lindif.2011.01.007.

  PMID: 21845021 BACKGROUND

• Best JR, Miller PH, Jones LL. Executive Functions after Age 5: Changes and Correlates. Dev Rev. 2009 Sep 1;29(3):180-200. doi: 10.1016/j.dr.2009.05.002.

  PMID: 20161467 BACKGROUND

• Abikoff, H., & Gallagher, R. (2009). Children's organizational skills scales (COSS), technical manual. North Tonawanda, NY: Multi-Health Systems.

  BACKGROUND

• Abikoff H, Gallagher R, Wells KC, Murray DW, Huang L, Lu F, Petkova E. Remediating organizational functioning in children with ADHD: immediate and long-term effects from a randomized controlled trial. J Consult Clin Psychol. 2013 Feb;81(1):113-28. doi: 10.1037/a0029648. Epub 2012 Aug 13.

  PMID: 22889336 BACKGROUND

• Eiraldi R, McCurdy B, Khanna M, Mautone J, Jawad AF, Power T, Cidav Z, Cacia J, Sugai G. A cluster randomized trial to evaluate external support for the implementation of positive behavioral interventions and supports by school personnel. Implement Sci. 2014 Jan 15;9:12. doi: 10.1186/1748-5908-9-12.

  PMID: 24428904 BACKGROUND

• Langberg JM, Dvorsky MR, Evans SW. What specific facets of executive function are associated with academic functioning in youth with attention-deficit/hyperactivity disorder? J Abnorm Child Psychol. 2013 Oct;41(7):1145-59. doi: 10.1007/s10802-013-9750-z.

  PMID: 23640285 BACKGROUND

Limitations and Caveats

Findings are generalizable to schools for which OST-T2 was viewed as aligned with school mission, feasible to deliver, and could be implemented by a school professional. Children identified as Black or White were overrepresented; those identified as Hispanic/Latino were underrepresented. Schools serving a high proportion of children living in poverty/deep poverty were underrepresented. COVID-19 resulted in participation challenges that limited the final sample size.

Results Point of Contact

• Title: Dr. Thomas J. Power
• Organization: Children's Hospital of Philadelphia

power@chop.edu

215-590-7447

Study Officials

• Thomas Power, PhD

  Children's Hospital of Philadelphia

  PRINCIPAL INVESTIGATOR

• Jenelle Nissley-Tsiopoinis, PhD

  Children's Hospital of Philadelphia

  PRINCIPAL INVESTIGATOR

• Jennifer Mautone, PhD

  Children's Hospital of Philadelphia

  PRINCIPAL INVESTIGATOR

Publication Agreements

• PI is Sponsor Employee: No
• Restrictive Agreement: No

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: November 28, 2017
• First Posted: February 23, 2018
• Study Start: November 8, 2017
• Primary Completion: March 31, 2023
• Study Completion: September 30, 2023
• Last Updated: December 16, 2024
• Results First Posted: December 16, 2024

Record last verified: 2024-10

Data Sharing

• IPD Sharing: Will share
• Shared Documents: STUDY PROTOCOL, ICF
• Time Frame: Data will become accessible after the study is completed and primary study findings are published in a peer-reviewed journal. Data will be available for 10 years from that time. Per Institute for Educational Sciences (IES) requirements, the timeframe for accessibility of data will be reviewed during each annual progress review and revised as necessary.
• Access Criteria: Individuals interested in using the data should contact Dr. Thomas Power (power@chop.edu). When our research team receives a request for access to the data a data file and supporting documentation will be prepared by the research team. Only de-identified data will be made accessible in order to prevent identification of students, parents, and school staff who participated in this project. Per Children's Hospital of Philadelphia (CHOP) policies, a data use agreement is necessary prior to sharing data.

Locations

US (3)