Trial Outcomes & Findings for Organizational Skills Training - Tier 2 (OST-T2) (NCT NCT03443323)
NCT ID: NCT03443323
Last Updated: 2024-12-16
Results Overview
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.
COMPLETED
NA
186 participants
Baseline, 14-weeks (post-treatment), 5-months and 12-months
2024-12-16
Participant Flow
Participants were recruited from Nov., 2017 through Jan., 2022 from 22 schools serving students in upper elementary school in the Philadelphia, PA region.
Data from 186 student participants were evaluated for this study. Data were derived from parents, teachers, and child self-report. One participant of the 186 was withdrawn prior to the intervention period because this student was found not to meet study eligibility criteria.
Unit of analysis: Schools
Participant milestones
| Measure |
OST-T2 Intervention Group
Organizational Skills Training - Tier 2 (OST-T2): 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.
|
Treatment as Usual Wait List Control Group
Students in the treatment as usual wait list control group have access to any services and supports their school typically provides to address organization, time management, and planning difficulties. This group receives the OST-T2 intervention after collection of the 12-month follow up data.
|
|---|---|---|
|
Overall Study
STARTED
|
98 12
|
88 10
|
|
Overall Study
Baseline Data
|
96 12
|
88 10
|
|
Overall Study
COMPLETED
|
95 12
|
86 10
|
|
Overall Study
NOT COMPLETED
|
3 0
|
2 0
|
Reasons for withdrawal
| Measure |
OST-T2 Intervention Group
Organizational Skills Training - Tier 2 (OST-T2): 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.
|
Treatment as Usual Wait List Control Group
Students in the treatment as usual wait list control group have access to any services and supports their school typically provides to address organization, time management, and planning difficulties. This group receives the OST-T2 intervention after collection of the 12-month follow up data.
|
|---|---|---|
|
Overall Study
Lost to Follow-up
|
2
|
2
|
|
Overall Study
PI withdrawal
|
1
|
0
|
Baseline Characteristics
Organizational Skills Training - Tier 2 (OST-T2)
Baseline characteristics by cohort
| Measure |
OST-T2 Intervention Group
n=97 Participants
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.
Organizational Skills Training - Tier 2 (OST-T2): 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.
|
Treatment as Usual Control Group
n=88 Participants
Strategies currently in use by schools to address organization, time management, and planning skills problems.
|
Total
n=185 Participants
Total of all reporting groups
|
|---|---|---|---|
|
Age, Continuous
|
9.8 Child Age in Years
STANDARD_DEVIATION 0.89 • n=5 Participants
|
9.5 Child Age in Years
STANDARD_DEVIATION 0.86 • n=7 Participants
|
9.7 Child Age in Years
STANDARD_DEVIATION 0.88 • n=5 Participants
|
|
Sex: Female, Male
Female
|
31 Participants
n=5 Participants
|
32 Participants
n=7 Participants
|
63 Participants
n=5 Participants
|
|
Sex: Female, Male
Male
|
66 Participants
n=5 Participants
|
56 Participants
n=7 Participants
|
122 Participants
n=5 Participants
|
|
Ethnicity (NIH/OMB)
Hispanic or Latino
|
10 Participants
n=5 Participants
|
13 Participants
n=7 Participants
|
23 Participants
n=5 Participants
|
|
Ethnicity (NIH/OMB)
Not Hispanic or Latino
|
87 Participants
n=5 Participants
|
75 Participants
n=7 Participants
|
162 Participants
n=5 Participants
|
|
Ethnicity (NIH/OMB)
Unknown or Not Reported
|
0 Participants
n=5 Participants
|
0 Participants
n=7 Participants
|
0 Participants
n=5 Participants
|
|
Race (NIH/OMB)
American Indian or Alaska Native
|
0 Participants
n=5 Participants
|
0 Participants
n=7 Participants
|
0 Participants
n=5 Participants
|
|
Race (NIH/OMB)
Asian
|
5 Participants
n=5 Participants
|
1 Participants
n=7 Participants
|
6 Participants
n=5 Participants
|
|
Race (NIH/OMB)
Native Hawaiian or Other Pacific Islander
|
1 Participants
n=5 Participants
|
0 Participants
n=7 Participants
|
1 Participants
n=5 Participants
|
|
Race (NIH/OMB)
Black or African American
|
25 Participants
n=5 Participants
|
23 Participants
n=7 Participants
|
48 Participants
n=5 Participants
|
|
Race (NIH/OMB)
White
|
50 Participants
n=5 Participants
|
55 Participants
n=7 Participants
|
105 Participants
n=5 Participants
|
|
Race (NIH/OMB)
More than one race
|
11 Participants
n=5 Participants
|
8 Participants
n=7 Participants
|
19 Participants
n=5 Participants
|
|
Race (NIH/OMB)
Unknown or Not Reported
|
5 Participants
n=5 Participants
|
1 Participants
n=7 Participants
|
6 Participants
n=5 Participants
|
|
Region of Enrollment
United States
|
97 participants
n=5 Participants
|
88 participants
n=7 Participants
|
185 participants
n=5 Participants
|
|
Child Grade in School
Grade 3
|
27 Participants
n=5 Participants
|
37 Participants
n=7 Participants
|
64 Participants
n=5 Participants
|
|
Child Grade in School
Grade 4
|
46 Participants
n=5 Participants
|
32 Participants
n=7 Participants
|
78 Participants
n=5 Participants
|
|
Child Grade in School
Grade 5
|
24 Participants
n=5 Participants
|
19 Participants
n=7 Participants
|
43 Participants
n=5 Participants
|
|
Caregiver mean level of education
High School Graduate or Less
|
13 Participants
n=5 Participants
|
22 Participants
n=7 Participants
|
35 Participants
n=5 Participants
|
|
Caregiver mean level of education
Partial College/Specialized Training
|
30 Participants
n=5 Participants
|
36 Participants
n=7 Participants
|
66 Participants
n=5 Participants
|
|
Caregiver mean level of education
Standard College or Graduate Degree
|
51 Participants
n=5 Participants
|
30 Participants
n=7 Participants
|
81 Participants
n=5 Participants
|
|
Family Neighborhood Area Deprivation Index, National Percentile
|
39.3 Percentile
STANDARD_DEVIATION 24.1 • n=5 Participants
|
52.8 Percentile
STANDARD_DEVIATION 23.8 • n=7 Participants
|
45.7 Percentile
STANDARD_DEVIATION 24.8 • n=5 Participants
|
|
Child Attention Problems (Behavior Assessment Scale for Children, Third Edition; BASC-3)
|
61.2 T-score
STANDARD_DEVIATION 8.4 • n=5 Participants
|
65.1 T-score
STANDARD_DEVIATION 7.4 • n=7 Participants
|
63.0 T-score
STANDARD_DEVIATION 8.1 • n=5 Participants
|
|
Child Anxiety (Behavioral Assessment System for Children - Third Edition; BASC-3
|
54.1 T-Score
STANDARD_DEVIATION 11.8 • n=5 Participants
|
53.7 T-Score
STANDARD_DEVIATION 9.7 • n=7 Participants
|
53.9 T-Score
STANDARD_DEVIATION 10.8 • n=5 Participants
|
|
Child Autism Spectrum Rating Scale
|
50.9 T-Score
STANDARD_DEVIATION 10.8 • n=5 Participants
|
54.1 T-Score
STANDARD_DEVIATION 8.3 • n=7 Participants
|
52.5 T-Score
STANDARD_DEVIATION 9.8 • n=5 Participants
|
PRIMARY outcome
Timeframe: Baseline, 14-weeks (post-treatment), 5-months and 12-monthsPopulation: Note that 180 participants provided data that were analyzed. Data were missing for 5 participants on this measure.
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.
Outcome measures
| Measure |
OST-T2 Intervention Group
n=95 Participants
Organizational Skills Training - Tier 2 (OST-T2): 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.
|
Treatment as Usual Wait List Control Group
n=85 Participants
Students in the treatment as usual wait list control group have access to any services and supports their school typically provides to address organization, time management, and planning difficulties. This group receives the OST-T2 intervention after collection of the 12-month follow up data.
|
|---|---|---|
|
Students' Organizational Functioning - Teacher Report
Baseline
|
2.89 scores on a scale
Interval 2.8 to 2.99
|
2.86 scores on a scale
Interval 2.73 to 2.98
|
|
Students' Organizational Functioning - Teacher Report
Post-treatment (14 weeks)
|
2.27 scores on a scale
Interval 2.12 to 2.41
|
2.71 scores on a scale
Interval 2.61 to 2.82
|
|
Students' Organizational Functioning - Teacher Report
5-month follow-up (22 weeks)
|
2.32 scores on a scale
Interval 2.19 to 2.45
|
2.71 scores on a scale
Interval 2.62 to 2.8
|
|
Students' Organizational Functioning - Teacher Report
12-month follow-up (55 weeks)
|
2.40 scores on a scale
Interval 2.22 to 2.59
|
2.57 scores on a scale
Interval 2.45 to 2.7
|
PRIMARY outcome
Timeframe: Baseline, 14-weeks (post-treatment), 5-months and 12-monthsPopulation: Note that 183 participants provided data that were analyzed. Data were missing for 2 participants on this measure.
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.
Outcome measures
| Measure |
OST-T2 Intervention Group
n=95 Participants
Organizational Skills Training - Tier 2 (OST-T2): 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.
|
Treatment as Usual Wait List Control Group
n=88 Participants
Students in the treatment as usual wait list control group have access to any services and supports their school typically provides to address organization, time management, and planning difficulties. This group receives the OST-T2 intervention after collection of the 12-month follow up data.
|
|---|---|---|
|
Students' Organizational Functioning - Parent Report
Baseline
|
2.65 scores on a scale
Interval 2.59 to 2.72
|
2.59 scores on a scale
Interval 2.53 to 2.64
|
|
Students' Organizational Functioning - Parent Report
Post-Treatment (14 weeks)
|
2.20 scores on a scale
Interval 2.09 to 2.31
|
2.51 scores on a scale
Interval 2.4 to 2.61
|
|
Students' Organizational Functioning - Parent Report
5-month follow-up (22 weeks)
|
2.25 scores on a scale
Interval 2.14 to 2.36
|
2.53 scores on a scale
Interval 2.44 to 2.62
|
|
Students' Organizational Functioning - Parent Report
12-month follow-up (55 weeks)
|
2.33 scores on a scale
Interval 2.17 to 2.49
|
2.35 scores on a scale
Interval 2.18 to 2.51
|
SECONDARY outcome
Timeframe: Baseline, 14-weeks (post-treatment), 5-months and 12-monthsPopulation: Note that 179 participants provided data that were analyzed. Data were missing for 6 participants on this measure.
The Homework Performance Questionnaire (HPQ-T)-Teacher version was used to assess changes in students' homework behavior during the past 4 weeks. Each item is rated on a five-point scale corresponding to amount of time student demonstrated the behavior in the previous 4-week period (0 = 0% to 39% of the time; 1 = 40% to 69% of the time; 2 = 70% to 79% of the time; 3 = 80% to 89% of the time; 4 = 90% to 100% of the time).Higher scores indicate better outcome. The 9-item Student Self-Regulation factor was used in the analyses. This factor has been demonstrated to have strong psychometric properties. Mean item score was used in analyses; possible range is from 0 to 4.
Outcome measures
| Measure |
OST-T2 Intervention Group
n=95 Participants
Organizational Skills Training - Tier 2 (OST-T2): 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.
|
Treatment as Usual Wait List Control Group
n=84 Participants
Students in the treatment as usual wait list control group have access to any services and supports their school typically provides to address organization, time management, and planning difficulties. This group receives the OST-T2 intervention after collection of the 12-month follow up data.
|
|---|---|---|
|
Students' Homework Performance - Teacher Report
Baseline
|
1.76 scores on a scale
Interval 1.38 to 2.14
|
2.07 scores on a scale
Interval 1.64 to 2.51
|
|
Students' Homework Performance - Teacher Report
Post-treatment (14-weeks)
|
2.68 scores on a scale
Interval 2.23 to 3.13
|
2.32 scores on a scale
Interval 2.12 to 2.53
|
|
Students' Homework Performance - Teacher Report
5-month follow-up (22 weeks)
|
2.55 scores on a scale
Interval 2.17 to 2.93
|
2.44 scores on a scale
Interval 2.22 to 2.66
|
|
Students' Homework Performance - Teacher Report
12-month follow-up (55 weeks)
|
1.97 scores on a scale
Interval 1.35 to 2.59
|
2.14 scores on a scale
Interval 1.69 to 2.6
|
SECONDARY outcome
Timeframe: Baseline, 14-weeks (post-treatment), 5-months and 12-monthsPopulation: Note that 183 participants provided data that were analyzed. Data were missing for 2 participants on this measure.
The Homework Problem Checklist (HPC) is a 20-item parent-report measure that was used to assess changes in student homework performance. Parents indicate the frequency with which student engage in behavior during homework time at home on a four-point scale (0 = never to 3 = very often). The psychometric properties of this instrument have been shown to be acceptable, and the HPC was sensitive to treatment effects in the previous OST-C study. The total HPC score was used in the analyses. Higher scores indicate worse outcomes. Mean item score was calculated and used in analyses; possible range is from 0 to 3.
Outcome measures
| Measure |
OST-T2 Intervention Group
n=95 Participants
Organizational Skills Training - Tier 2 (OST-T2): 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.
|
Treatment as Usual Wait List Control Group
n=88 Participants
Students in the treatment as usual wait list control group have access to any services and supports their school typically provides to address organization, time management, and planning difficulties. This group receives the OST-T2 intervention after collection of the 12-month follow up data.
|
|---|---|---|
|
Students' Homework Performance - Parent Report
Baseline
|
1.49 scores on a scale
Interval 1.35 to 1.63
|
1.35 scores on a scale
Interval 1.23 to 1.47
|
|
Students' Homework Performance - Parent Report
Post-treatment (14 weeks)
|
0.94 scores on a scale
Interval 0.75 to 1.14
|
1.20 scores on a scale
Interval 1.06 to 1.35
|
|
Students' Homework Performance - Parent Report
5-month follow-up (22 weeks)
|
0.97 scores on a scale
Interval 0.81 to 1.12
|
1.26 scores on a scale
Interval 1.11 to 1.41
|
|
Students' Homework Performance - Parent Report
12-month follow-up (55 weeks)
|
1.13 scores on a scale
Interval 0.95 to 1.32
|
1.14 scores on a scale
Interval 0.95 to 1.34
|
SECONDARY outcome
Timeframe: Baseline, 14-weeks (post-treatment), 5-months and 12-monthsPopulation: Note that 180 participants provided data that were analyzed. Data were missing for 5 participants on this measure.
The Academic Proficiency Scale (APS) is a teacher-report measure that assesses (changes in) 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). Higher scores indicate a better outcome. Ratings were averaged across six academic subjects; mean item score is the unit of analysis. Possible range is from 1 to 5. Reliability is acceptable (alpha = .84), and this measure is sensitive to OST treatment effects.
Outcome measures
| Measure |
OST-T2 Intervention Group
n=95 Participants
Organizational Skills Training - Tier 2 (OST-T2): 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.
|
Treatment as Usual Wait List Control Group
n=85 Participants
Students in the treatment as usual wait list control group have access to any services and supports their school typically provides to address organization, time management, and planning difficulties. This group receives the OST-T2 intervention after collection of the 12-month follow up data.
|
|---|---|---|
|
Student Academic Proficiency
Baseline
|
2.59 scores on a scale
Interval 2.44 to 2.74
|
2.57 scores on a scale
Interval 2.3 to 2.84
|
|
Student Academic Proficiency
Post-treatment (14 weeks)
|
2.77 scores on a scale
Interval 2.6 to 2.94
|
2.54 scores on a scale
Interval 2.4 to 2.67
|
|
Student Academic Proficiency
5-month follow-up (22 weeks)
|
2.80 scores on a scale
Interval 2.65 to 2.95
|
2.53 scores on a scale
Interval 2.44 to 2.63
|
|
Student Academic Proficiency
12-month follow-up (55 weeks)
|
2.67 scores on a scale
Interval 2.46 to 2.88
|
2.62 scores on a scale
Interval 2.34 to 2.9
|
SECONDARY outcome
Timeframe: Baseline, 14-weeks (post-treatment), 5-months and 12-monthsPopulation: Note that 169 participants provided data that were analyzed. Data were missing for 16 participants on this measure.
The Academic Competence Evaluation Scales (ACES) is a teacher-report scale that assesses changes in the academic competence of students in kindergarten through grade 12. The Reading/Language Arts and Math subscales of this measure were used. Items are rated from 1 = far below to 5 = far above grade level. Higher scores indicate better outcome. Alpha coefficients and test-retest correlations for these subscales have been shown to be above .90. The average item score for Reading/Language Arts (11 items) and Math (8 items) subscales were calculated. Then the average of these subscale scores was used in the analyses. Possible range is from 1 to 5.
Outcome measures
| Measure |
OST-T2 Intervention Group
n=88 Participants
Organizational Skills Training - Tier 2 (OST-T2): 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.
|
Treatment as Usual Wait List Control Group
n=81 Participants
Students in the treatment as usual wait list control group have access to any services and supports their school typically provides to address organization, time management, and planning difficulties. This group receives the OST-T2 intervention after collection of the 12-month follow up data.
|
|---|---|---|
|
Student Academic Competence
Baseline
|
2.46 scores on a scale
Interval 2.31 to 2.62
|
2.31 scores on a scale
Interval 2.11 to 2.51
|
|
Student Academic Competence
Post-treatment (14 weeks)
|
2.71 scores on a scale
Interval 2.55 to 2.88
|
2.35 scores on a scale
Interval 2.17 to 2.53
|
|
Student Academic Competence
5-month follow-up (22 weeks)
|
2.72 scores on a scale
Interval 2.57 to 2.87
|
2.46 scores on a scale
Interval 2.3 to 2.61
|
|
Student Academic Competence
12-month follow-up (55 weeks)
|
2.63 scores on a scale
Interval 2.42 to 2.84
|
2.42 scores on a scale
Interval 2.2 to 2.63
|
SECONDARY outcome
Timeframe: Baseline, 5-monthsPopulation: Note that 165 participants provided data that were analyzed. Data were missing for 20 participants on this measure.
Student report card grades for the first marking period of the year students participate in OST-T2/TAU and for the last marking period of the academic year of participation were used to examine impact on academic performance. Grades were harmonized across participating school districts to a uniform grading scale (ranging from low of 1 to high of 4). A composite academic grade score was computed for each student based on their grades in math and reading/language arts (possible range = 1 to 4). Higher scores indicate better outcomes.
Outcome measures
| Measure |
OST-T2 Intervention Group
n=89 Participants
Organizational Skills Training - Tier 2 (OST-T2): 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.
|
Treatment as Usual Wait List Control Group
n=76 Participants
Students in the treatment as usual wait list control group have access to any services and supports their school typically provides to address organization, time management, and planning difficulties. This group receives the OST-T2 intervention after collection of the 12-month follow up data.
|
|---|---|---|
|
Student Academic Grades
Baseline
|
2.50 scores on a scale
Interval 2.29 to 2.69
|
2.52 scores on a scale
Interval 2.32 to 2.72
|
|
Student Academic Grades
5-month follow-up (22 weeks)
|
2.72 scores on a scale
Interval 2.49 to 2.94
|
2.71 scores on a scale
Interval 2.52 to 2.91
|
SECONDARY outcome
Timeframe: Baseline, 14-weeks (post-treatment), 5-months and 12-monthsPopulation: Note that 181 participants provided data that were analyzed. Data were missing for 4 participants on this measure.
Patterns of Adaptive Learning Scales (PALS) was used to evaluate changes in students' perceptions of their ability to overcome challenges to perform their class work (e.g., "I can do even the hardest work in this class if I try."). Items are rated on a 5-item scale from 1 = not at all true to 5 = very true. Higher scores indicate better outcomes. Mean item scores were used in analyses; possible range is from 1 to 5.
Outcome measures
| Measure |
OST-T2 Intervention Group
n=97 Participants
Organizational Skills Training - Tier 2 (OST-T2): 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.
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Treatment as Usual Wait List Control Group
n=84 Participants
Students in the treatment as usual wait list control group have access to any services and supports their school typically provides to address organization, time management, and planning difficulties. This group receives the OST-T2 intervention after collection of the 12-month follow up data.
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Student Self-efficacy
Post-treatment (14 weeks)
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4.09 scores on a scale
Interval 3.89 to 4.29
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3.98 scores on a scale
Interval 3.87 to 4.1
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Student Self-efficacy
Baseline
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3.90 scores on a scale
Interval 3.69 to 4.1
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3.88 scores on a scale
Interval 3.78 to 3.97
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Student Self-efficacy
5-month follow-up (22 weeks)
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4.18 scores on a scale
Interval 4.03 to 4.34
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4.08 scores on a scale
Interval 3.84 to 4.31
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Student Self-efficacy
12-month follow-up (55 weeks)
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4.12 scores on a scale
Interval 3.75 to 4.48
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4.22 scores on a scale
Interval 3.87 to 4.57
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Adverse Events
OST-T2 Intervention Group
Treatment as Usual Control Group
Serious adverse events
Adverse event data not reported
Other adverse events
Adverse event data not reported
Additional Information
Dr. Thomas J. Power
Children's Hospital of Philadelphia
Results disclosure agreements
- Principal investigator is a sponsor employee
- Publication restrictions are in place