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. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

中文翻译：

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针对 3-5 年级学生的校本组织技能培训：一项整群随机试验。


目的 研究表明，干预措施在减少组织技能缺陷和家庭作业问题方面的有效性，包括基于临床的组织技能培训 （OST-C） 计划（Abikoff 等人，2013 年）。在这项研究中，OST-C 被改编为学校合作伙伴 （OST-T2） 提供的小组 （第 2 层） 干预。方法 该研究在 22 所为来自不同背景的学生提供服务的学校进行。3-5 年级、8-12 岁（M = 9.7 岁;SD = 0.88） 与教师推荐的组织技能缺陷被纳入。学校被随机分配到 OST-T2 组或照常接受候补名单治疗。OST-T2 包括 16 次 35 分钟的儿童会议、两名看护人和两名教师咨询。在治疗后、5 个月和 12 个月的随访中使用照顾者和教师的组织技能、家庭作业和学习成绩报告，通过纵向混合效应模型评估结果。结果 OST-T2 导致治疗后和 5 个月随访时照顾者和教师报告上的组织技能缺陷减少 （p < .001） （效应量 [ES]，Cohen 的 d = 0.96,1.20）。研究结果还显示，在治疗后和 5 个月随访中，看护者报告的家庭作业问题有所减少 （p < .001，ES = 0.60， 0.72），治疗后教师评分的家庭作业也有所改善 （p = .007， ES = 0.64）。在 12 个月的随访中，效果减弱。OST-T2 对学业指标的影响不显著。结论 研究结果为学校专业人员提供的 OST-T2 的即时和短期有效性提供了证据。（PsycInfo 数据库记录 （c） 2024 APA，保留所有权利）。