Organizational Skills Training for Children with ADHD

2017 ◽  
Vol 41 (S1) ◽  
pp. S123-S123
Author(s):  
A. Bikic ◽  
D. Sukhodolsky ◽  
S. Dalsgaard
Keyword(s):  
Academic Performance ◽  
Behavioral Problems ◽  
Controlled Trial ◽  
Strong Association ◽  
Skills Training ◽  
Primary Objective ◽  
Treatment As Usual ◽  
Children With Adhd ◽  
Organizational Skills ◽  
Students With Adhd

IntroductionIn addition to problems with inattention and hyperactivity, children with ADHD show poor organizational skills required for managing time and materials in academic projects. Poor organizational skills are associated with academic underachievement as well as psychosocial, occupational and economic difficulties. Behavioral approaches for ADHD are effective in reducing hyperactivity symptoms and behavioral problems, but the effects on academic functioning have been modest. An increasing emphasis on treatment of organizational skills has emerged in recent years, as difficulties with time management and organization of materials tend to persist and increase with age despite medication and behavioral treatments.ObjectivesThe primary objective is to investigate whether organizational skills training has a positive effect on organizational skills. The secondary and exploratory objectives are to investigate the effect on ADHD symptoms, adaptive functioning, academic performance and cognitive functions with a 24 weeks follow up.AimsOur goal is to provide cost-effective group-based treatment for children with ADHD and their parents. This will be the first randomized and controlled trial of organizational skills in Denmark.MethodsParticipants are included in two sites in Southern Denmark and will be randomized to Organizational skills training or treatment as usual. Organizational skills training will be provided in a group format for children and parents over 10 weeks.Perspectives Given the strong association between organizational skills and functional outcome, it is very important to address organizational skills in children and adolescents with ADHD as organizational skills deficits hinder the academic performance of even gifted students with ADHD and increase with age.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Organizational skills training for children with ADHD: study protocol for a randomized, controlled trial

Trials ◽  
2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Aida Bikic ◽  
Søren Dalsgaard ◽  
Kristoffer Dalsgaard Olsen ◽  
Denis G. Sukhodolsky
Keyword(s):  
Treatment Response ◽  
Outcome Measurement ◽  
Controlled Trial ◽  
Skills Training ◽  
Control Group ◽  
Children With Adhd ◽  
Organizational Skills ◽  
Positive Effects ◽  
Link Type ◽  
Age Range

Abstract Background Problems with sustained attention, impulsivity, and hyperactivity are the most prominent symptoms of attention-deficit hyperactivity disorder (ADHD), but many children with this diagnosis also present with poor organizational skills that are important in relation to school. These problems tend to increase from childhood to adolescence and are often not well managed by medication. Organizational skills training (OST) is a range of behavioral interventions that specifically target organizational skills deficits. Evidence supports the effect of OST on improving organizational skills, inattention, and academic performance in children with ADHD. Because previous clinical trials included mostly children above the age of 8 years, this trial includes children in the age range 6–13 years to expand the knowledge on the effects of OST in younger children. Previous OST research has also shown improvement on inattention in parent ratings; we will investigate if a change in inattention can be confirmed with neurocognitive tests. Finally, little is known about predictors of treatment response in OST. Objectives The primary objective is to investigate if OST has positive effects on organizational skills in children with ADHD. The primary outcome measurement is the parent-rated Children’s Organizational Skills Scale (COSS), collected before and at the end of the 10 week intervention. Secondary and exploratory outcomes include inattention ratings, family and school functioning, and cognitive functions measured before the intervention period, immediately after, and at a 6 month follow-up. Additional objectives are to investigate both neurocognitive outcomes and age as predictors of treatment response. Methods This is a randomized clinical superiority trial investigating the effect of OST vs a treatment-as-usual (TAU) control group for children with ADHD in the age range of 6–13 years. All participants (n = 142) receive TAU. OST is administered in a group format of 10 weekly sessions. Adverse events are monitored by study clinicians during weekly therapy sessions and all assessments. Data analyses will be conducted using mixed linear regression models with random intercepts for patients, adjusted for the stratification variables and the baseline value. Perspectives This study will provide important new knowledge and expand on existing research in the field of non-pharmacological treatment of children with ADHD. OST can potentially have a significant impact on the lives of children with ADHD by helping them learn how to cope with their present deficits and to become more independent and self-reliant. It is also important to investigate predictors of treatment response in order to optimize OST. Trial registration ClinicalTrials.gov NCT03160378. Registered on May 19, 2017.

Training in Nonviolent Resistance for Foster Parents

2016 ◽  
Vol 28 (8) ◽  
pp. 931-942 ◽  
Author(s):  
Frank Van Holen ◽  
Johan Vanderfaeillie ◽  
Haim Omer ◽  
Femke Vanschoonlandt
Keyword(s):  
Parenting Stress ◽  
Behavioral Problems ◽  
Parenting Practices ◽  
Foster Parents ◽  
Longitudinal Research ◽  
Controlled Trial ◽  
Intervention Group ◽  
Control Group ◽  
Treatment As Usual ◽  
Externalizing Problem

Objective: The aim of this study is to evaluate a training in non-violent resistance (NVR) for foster parents who take care of a foster child (ages 6-18) with externalizing problem behavior. Methods: A randomized controlled trial was used to compare an intervention group (NVR, n = 31) with a treatment as usual control group (TAU, n = 31). The NVR-intervention consists of ten weekly home sessions. Measures regarding behavioral problems in foster children, parenting stress and parenting practices in foster mothers, and the size of the supportive network were assessed before, after treatment, and at three months follow-up. Results: NVR showed to be an acceptable approach that lead to an increase in experienced support and some promising changes in parenting stress and parenting practices. Conclusion: Implementation of this intervention might increase the effectiveness of foster care. More longitudinal research using a Multitrait-multimethod-approach is however needed.

scholarly journals Pilot Randomized Controlled Trial of the WHO Caregiver Skills Training in Public Health Services in Italy

2021 ◽  
Author(s):  
Erica Salomone ◽  
Michele Settanni ◽  
Helen McConachie ◽  
Katharine Suma ◽  
Federica Ferrara ◽  
...  
Keyword(s):  
Public Health ◽  
Controlled Trial ◽  
Statistical Significance ◽  
Skills Training ◽  
Autism Severity ◽  
Public Health Services ◽  
Post Intervention ◽  
Treatment As Usual ◽  
Joint Engagement ◽  
Intention To Treat

AbstractParents of children with ASD (N = 86; mean age 44.8 months; 67 boys) were randomized to either WHO Caregiver Skills Training (CST) delivered in public health settings in Italy or enhanced treatment-as-usual. Primary blinded outcomes were 3-months post-intervention change scores of autism severity and engagement during caregiver-child interaction. CST was highly acceptable to caregivers and feasibly delivered by trained local clinicians. Intention-to-treat analysis showed a large and significant effect on parent skills supporting joint engagement and a smaller significant effect on flow of interaction. Expected changes in child autism severity and joint engagement did not meet statistical significance. Analysis of secondary outcomes showed a significant effect on parenting stress, self-efficacy, and child gestures. Strategies to improve the effectiveness of CST are discussed.

scholarly journals Students with ADHD: Social Skills, Behavioral Problems, Academic Performance, and Family Resources

Psico-USF ◽  
2021 ◽  
Vol 26 (3) ◽  
pp. 545-557
Author(s):  
Anaísa Leal Barbosa Abrahão ◽  
Luciana Carla dos Santos Elias
Keyword(s):  
Academic Performance ◽  
Public Schools ◽  
Social Skills ◽  
Elementary Education ◽  
Behavior Problems ◽  
Behavioral Problems ◽  
Reference Sample ◽  
Academic Competence ◽  
Family Resources ◽  
Students With Adhd

Abstract ADHD constitutes a developmental risk. The general aim was to identify social skills, behavior problems, academic performance and family resources of children with ADHD, with the specific aim being to compare students regarding indicators of ADHD and the use or not of medication. Participants were 43 Elementary Education I students (M=9.6 years, SD=1.5), 43 parents (M=39.1 years, SD=7.6) and 38 teachers (M=43.1 years, SD=8.4). The instruments used were the Inventory of Social Skills, Behavior Problems and Academic Competence (SSRS-BR), Conners’ Scale and the Inventory of Family Resources. The collection was carried out in public schools. The results showed that the students had scores higher than the reference sample in Behavior Problems and Social Skills and lower in classes of social skills and Academic Competence; the presence of family resources; and grades above 5.0 as a school mean. We concluded that there is a need for interventions with the studied population.

scholarly journals An mHealth Pain Coping Skills Training Intervention for Hematopoietic Stem Cell Transplantation Patients: Development and Pilot Randomized Controlled Trial (Preprint)

2017 ◽  
Author(s):  
Tamara J Somers ◽  
Sarah A Kelleher ◽  
Caroline S Dorfman ◽  
Rebecca A Shelby ◽  
Hannah M Fisher ◽  
...  
Keyword(s):  
Qualitative Data ◽  
Coping Skills ◽  
Controlled Trial ◽  
Skills Training ◽  
Pain Coping ◽  
User Testing ◽  
Treatment As Usual ◽  
Hematopoietic Stem ◽  
Coping Skills Training ◽  
Pain Disability

BACKGROUND Pain is a challenge for patients following hematopoietic stem cell transplantation (HCT). OBJECTIVE This study aimed to develop and test the feasibility, acceptability, and initial efficacy of a Web-based mobile pain coping skills training (mPCST) protocol designed to address the needs of HCT patients. METHODS Participants had undergone HCT and reported pain following transplant (N=68). To guide intervention development, qualitative data were collected from focus group participants (n=25) and participants who completed user testing (n=7). After their input was integrated into the mPCST intervention, a pilot randomized controlled trial (RCT, n=36) was conducted to examine the feasibility, acceptability, and initial efficacy of the intervention. Measures of acceptability, pain severity, pain disability, pain self-efficacy, fatigue, and physical disability (self-report and 2-min walk test [2MWT]) were collected. RESULTS Participants in the focus groups and user testing provided qualitative data that were used to iteratively refine the mPCST protocol. Focus group qualitative data included participants’ experiences with pain following transplant, perspectives on ways to cope with pain, and suggestions for pain management for other HCT patients. User testing participants provided feedback on the HCT protocol and information on the use of videoconferencing. The final version of the mPCST intervention was designed to bridge the intensive outpatient (1 in-person session) and home settings (5 videoconferencing sessions). A key component of the intervention was a website that provided personalized messages based on daily assessments of pain and activity. The website also provided intervention materials (ie, electronic handouts, short videos, and audio files). The intervention content included pain coping advice from other transplant patients and instructions on how to apply pain coping skills while engaging in meaningful and leisure activities. In the RCT phase of this research, HCT patients (n=36) were randomized to receive the mPCST intervention or to proceed with the treatment as usual. Results revealed that the mPCST participants completed an average of 5 out of 6 sessions. The participants reported that the intervention was highly acceptable (mean 3/4), and they found the sessions to be helpful (mean 8/10) and easy to understand (mean 7/7). The mPCST participants demonstrated significant improvements in pre- to post-treatment pain, self-efficacy (P=.03, d=0.61), and on the 2MWT (P=.03, d=0.66), whereas the patients in the treatment-as-usual group did not report any such improvements. Significant changes in pain disability and fatigue were found in both groups (multiple P<.02); the magnitudes of the effect sizes were larger for the mPCST group than for the control group (pain disability: d=0.79 vs 0.69; fatigue: d=0.94 vs 0.81). There were no significant changes in pain severity in either group. CONCLUSIONS Using focus groups and user testing, we developed an mPCST protocol that was feasible, acceptable, and beneficial for HCT patients with pain. CLINICALTRIAL ClinicalTrials.gov NCT01984671; https://clinicaltrials.gov/ct2/show/NCT01984671 (Archived by WebCite at http://www.webcitation.org/6xbpx3clZ)

Efficacy of an Organizational Skills Intervention for College Students With ADHD Symptomatology and Academic Difficulties

2015 ◽  
Vol 22 (4) ◽  
pp. 356-367 ◽  
Author(s):  
Patrick A. LaCount ◽  
Cynthia M. Hartung ◽  
Christopher R. Shelton ◽  
Anne E. Stevens
Keyword(s):  
College Students ◽  
Time Management ◽  
Group Intervention ◽  
Treatment Effectiveness ◽  
Intervention Group ◽  
Skills Training ◽  
Organizational Skills ◽  
Academic Impairment ◽  
Students With Adhd ◽  
Adhd Symptomatology

Objective: We sought to elucidate the effects of an organization, time management, and planning (OTMP) skills training intervention for college students reporting elevated levels of ADHD symptomatology and academic impairment. Method: Undergraduate participants enrolled in either the intervention ( n = 22) or comparison ( n = 15) condition in exchange for psychology course credit. Those in the intervention condition attended three weekly group meetings designed to improve organizational skills. Treatment effectiveness was evaluated by comparing pre- and postmeasurements of academic impairment, inattention, hyperactivity/impulsivity, and OTMP skills utilization. Results: Intervention group participants improved significantly on ratings of inattention, hyperactivity/impulsivity, and academic impairment, relative to the comparison group. Intervention group participants also improved in their use of OTMP skills, relative to their baseline ratings. Conclusion: This study suggests an organizational skills intervention has the potential to ameliorating ADHD symptomatology and academic impairment among college students.

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