Organizational Skills Training for Children With Attention Deficit Hyperactivity Disorder

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

Get a concise snapshot of the trial, including recruitment status, study phase, enrollment targets, and key timeline milestones.

Recruitment Status

COMPLETED

Clinical Phase

NA

Total Enrollment

157 participants

Study Classification

INTERVENTIONAL

Study Start Date

2006-09-30

Study Completion Date

2011-02-28

Brief Summary

Review the sponsor-provided synopsis that highlights what the study is about and why it is being conducted.

This study will evaluate the effectiveness of organizational skills training in improving organizational, time management, and planning difficulties in children with attention deficit hyperactivity disorder.

Related Clinical Trials

Explore similar clinical trials based on study characteristics and research focus.

Organizational Skills Training for Children With ADHD

NCT03160378

ADHD

UNKNOWN NA

Brain Plasticity Underlying Acquisition of New Organizational Skills in Children

NCT04108273

ADHD Attention Deficit Hyperactivity Disorder Neurodevelopmental Disorders

COMPLETED NA

Brain Plasticity Underlying Acquisition of New Organizational Skills in Children-R61 Phase

NCT03148782

ADHD Attention Deficit Hyperactivity Disorder Neurodevelopmental Disorders

COMPLETED NA

Non-pharmacological Interventions for Preschoolers With Attention Deficit Hyperactivity Disorder (ADHD)

NCT01462032

Attention Deficit Hyperactivity Disorder

COMPLETED PHASE2

Organizational Skill Training (OST) in Schools

NCT02663986

Attention Deficit Hyperactivity Disorder (ADHD)

COMPLETED NA

Detailed Description

Dive into the extended narrative that explains the scientific background, objectives, and procedures in greater depth.

Attention deficit hyperactivity disorder (ADHD) is one of the most common mental disorders among children. Children with ADHD frequently lack organizational, time management, and planning skills. These deficits can cause impaired functioning in multiple settings, including home, school, and peer relationships. Advancements in treatment options for these deficits, however, have been minimal. Previous research has indicated that organizational skills training (OST) is an effective intervention for improving organizational skills in children with ADHD. Its effectiveness relative to other available treatments is unknown. This study will compare the effectiveness of OST with that of contingency management (CM) and a waitlist condition in improving organizational, time management, and planning skills deficits in children with ADHD.

Participants in this study are randomly assigned to OST, CM, or Wait-List (WL). Participants in the OST and CM groups attend 20 1-hour sessions over 10 weeks. OST trains children to use a variety of techniques for improving their organizational skills. Both children and their parents attend every OST session. CM does not involve skills training. Rather, CM trains parents and teachers to identify desired "end" behaviors and to increase the frequency of these behaviors through the use of a structured reward system. Both children and their parents attend every CM session, but the children's participation will be minimal. Participants assigned to the waitlist condition will have the opportunity to receive their choice of either OST or CM once they have completed the study. All participants attend follow-up visits 1 month post-treatment. Participants assigned to OST and CM attend follow-up visits after 1 and 4 months into their next school grade. School performance, feelings about school, ADHD symptoms, organizational skills, family environment, medication or services received, and use of treatment strategies will be assessed at each follow-up visit.

Conditions

See the medical conditions and disease areas that this research is targeting or investigating.

Attention Deficit Disorder With Hyperactivity

Study Design

Understand how the trial is structured, including allocation methods, masking strategies, primary purpose, and other design elements.

Allocation Method

RANDOMIZED

Intervention Model

PARALLEL

Primary Study Purpose

TREATMENT

Blinding Strategy

NONE

Study Groups

Review each arm or cohort in the study, along with the interventions and objectives associated with them.

1

Participants will receive organizational skills training program

Group Type EXPERIMENTAL

Organizational Skills Training

Intervention Type BEHAVIORAL

Participants in the OST group attend twenty 1-hour sessions over 10 weeks. OST trains children to use a variety of techniques for improving their organizational skills. Both children and their parents attend every OST session.

2

Participants will receive contingency management program

Group Type EXPERIMENTAL

Contingency management (CM)

Intervention Type BEHAVIORAL

Participants in the CM group will attend twenty 1-hour sessions over 10 weeks. CM trains parents and teachers to identify desired "end" behaviors and to increase the frequency of these behaviors through the use of a structured reward system. Both children and their parents attend every CM session, but the children's participation will be minimal.

3

Participants will receive wait list condition

Group Type NO_INTERVENTION

No interventions assigned to this group

Interventions

Learn about the drugs, procedures, or behavioral strategies being tested and how they are applied within this trial.

Organizational Skills Training

Participants in the OST group attend twenty 1-hour sessions over 10 weeks. OST trains children to use a variety of techniques for improving their organizational skills. Both children and their parents attend every OST session.

Intervention Type BEHAVIORAL

Contingency management (CM)

Participants in the CM group will attend twenty 1-hour sessions over 10 weeks. CM trains parents and teachers to identify desired "end" behaviors and to increase the frequency of these behaviors through the use of a structured reward system. Both children and their parents attend every CM session, but the children's participation will be minimal.

Intervention Type BEHAVIORAL

Eligibility Criteria

Check the participation requirements, including inclusion and exclusion rules, age limits, and whether healthy volunteers are accepted.

Inclusion Criteria

* Between grades 3 and 5 in school
* Meets criteria for ADHD, any subtype (a formal diagnosis prior to study entry is not necessary)
* Meets minimum score requirements on either Conners Parent or Conners Teacher Rating Scales
* Meets minimum criteria for organizational, time management, and planning deficits, as reported by parent or teacher
* Estimated IQ is greater than 85, as determined by the Wechsler Abbreviated Scale of Intelligence
* Has a teacher that is willing to participate
* Parents' schedule will allow attendance at study visits

Exclusion Criteria

* Attends an all-day special education classroom or works with a para-professional in school
* Diagnosis of pervasive developmental disorder (PDD), psychosis, bipolar disorder, or post-traumatic stress disorder (PTSD)
* Current history of significant suicidality or sexual or physical abuse
* Any other comorbid psychiatric diagnosis or medical condition with significant symptoms that may interfere with study participation (e.g., severe depression, obsessive-compulsive disorder \[OCD\], or cystic fibrosis)
* Child's teacher has previously participated in this study

Minimum Eligible Age

8 Years

Maximum Eligible Age

11 Years

Eligible Sex

ALL

Accepts Healthy Volunteers

No