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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