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School-Based Organizational Skills Training for Upper Elementary Students: Subgroup and Mediating Effects

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Title: School-Based Organizational Skills Training for Upper Elementary Students: Subgroup and Mediating Effects
Language: English
Authors: Thomas J. Power, Jennifer A. Mautone, Howard Abikoff, Richard Gallagher, Phylicia F. Fleming, Katie L. Tremont, Jaclyn Cacia, Bridget Poznanski, A. Russell Localio, Jenelle Nissley-Tsiopinis
Source: Grantee Submission. 2026 117.
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A170052
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 3
Primary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Descriptors: Training, Skill Development, Elementary School Students, Grade 3, Grade 4, Grade 5, Organization, Time Management, Planning, Homework, Academic Achievement, Program Effectiveness, Barriers, Attention Deficit Hyperactivity Disorder, Anxiety, Socioeconomic Status
Assessment and Survey Identifiers: Behavior Assessment System for Children
DOI: 10.1016/j.jsp.2026.101557
ISSN: 0022-4405
Abstract: This study examines for whom and how Organizational Skills Training--Tier 2 (OST-T2, Nissley-Tsiopinis et al., 2024) works for students in grades 3 to 5 with organization, time management, and planning (OTMP) difficulties. The study: (1) investigates subgroup differences for the effect of OST-T2 on student homework and academic performance at post-intervention (about 14 weeks), short-term (about 22 weeks) and long-term follow-up (about 55 weeks); and (2) examines whether improvements in student OTMP skills at 14 weeks mediate the effect of OST-T2 on academic and homework performance at 22 weeks. The study used a cluster-randomized design with 22 schools; 182 students in moderation analyses and 133 in mediation analyses. Subgroup-defining variables were: (a) likely diagnosis of ADHD, (b) caregiver-reported child anxiety, (c) severity of baseline OTMP and homework problems, and (d) family socioeconomic level. Findings suggested that OST-T2 is more effective among children with higher anxiety levels as reported by caregivers. The difference in change scores between the high and low anxiety groups on the caregiver-rated metric of OTMP and homework problems was 0.76 (Cohen's d) at post-treatment (95% CI = 0.12, 1.21, p = 0.021), 0.66 at 22 weeks (95% CI = 0.08, 1.09, p = 0.017), and 0.55 at 55 weeks (95% CI = 0.07, 1.03, p = 0.026). The analyses generally did not detect subgroup effects based on ADHD diagnostic status and families differing in socioeconomic levels. Results also suggested improvements in OTMP skills in response to OST-T2 are likely to signal downstream impact on student homework performance; estimated average causal mediation effect was 0.66 (95% CI = 1.27, 0.19, p < 0.001), whereas the average direct effect was only 0.07. Additional longitudinal research with larger samples on predefined subgroups is needed.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2026
Accession Number: ED680915
Database: ERIC
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  Data: This study examines for whom and how Organizational Skills Training--Tier 2 (OST-T2, Nissley-Tsiopinis et al., 2024) works for students in grades 3 to 5 with organization, time management, and planning (OTMP) difficulties. The study: (1) investigates subgroup differences for the effect of OST-T2 on student homework and academic performance at post-intervention (about 14 weeks), short-term (about 22 weeks) and long-term follow-up (about 55 weeks); and (2) examines whether improvements in student OTMP skills at 14 weeks mediate the effect of OST-T2 on academic and homework performance at 22 weeks. The study used a cluster-randomized design with 22 schools; 182 students in moderation analyses and 133 in mediation analyses. Subgroup-defining variables were: (a) likely diagnosis of ADHD, (b) caregiver-reported child anxiety, (c) severity of baseline OTMP and homework problems, and (d) family socioeconomic level. Findings suggested that OST-T2 is more effective among children with higher anxiety levels as reported by caregivers. The difference in change scores between the high and low anxiety groups on the caregiver-rated metric of OTMP and homework problems was 0.76 (Cohen&#39;s d) at post-treatment (95% CI = 0.12, 1.21, p = 0.021), 0.66 at 22 weeks (95% CI = 0.08, 1.09, p = 0.017), and 0.55 at 55 weeks (95% CI = 0.07, 1.03, p = 0.026). The analyses generally did not detect subgroup effects based on ADHD diagnostic status and families differing in socioeconomic levels. Results also suggested improvements in OTMP skills in response to OST-T2 are likely to signal downstream impact on student homework performance; estimated average causal mediation effect was 0.66 (95% CI = 1.27, 0.19, p &lt; 0.001), whereas the average direct effect was only 0.07. Additional longitudinal research with larger samples on predefined subgroups is needed.
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  Data: ED680915
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        Value: 10.1016/j.jsp.2026.101557
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
    Subjects:
      – SubjectFull: Training
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Organization
        Type: general
      – SubjectFull: Time Management
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      – SubjectFull: Planning
        Type: general
      – SubjectFull: Homework
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Attention Deficit Hyperactivity Disorder
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      – SubjectFull: Socioeconomic Status
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      – SubjectFull: Behavior Assessment System for Children
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      – TitleFull: School-Based Organizational Skills Training for Upper Elementary Students: Subgroup and Mediating Effects
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