Effective organizational skills (e.g., time management, materials management, and task planning) are associated with academic success, yet some children struggle to gain these skills without intervention. While evidence-based organizational skills interventions for pediatric clinical populations exist, none target organizationally impaired general populations in a primary school setting. In Organizational Skills Training-School (OST-S), school professionals teach small groups of 4th–5th grade organizationally impaired elementary school students skills associated with tracking assignments, managing materials, time management, and planning. This open pilot study of 33 students examined: a. the feasibility of adapting and implementing an established clinic-based, individualized treatment (OST-C) to a group format in a school setting, b. the program's acceptability among children, parents, and school partners, and c. whether participating children improved in the same functional areas that OST-C positively influenced. Results indicated that we could adapt the intervention, school partners could implement it, and participants could accept it. Pre-post improvements in organizational skills (as rated by parents, teachers, and children), homework problems, and academic performance demonstrated the potential effectiveness of OST-S, suggesting the need for further efficacy work.

中文翻译：

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调整基于经验的临床组织技能培训计划以供学校使用：迭代开发和试点评估

有效的组织技能（例如，时间管理、材料管理和任务计划）与学业成功有关，但有些孩子在没有干预的情况下很难获得这些技能。虽然存在针对儿科临床人群的循证组织技能干预措施，但没有一项针对小学环境中组织受损的一般人群。在组织技能培训学校 (OST-S) 中，学校专业人员教授 4 至 5 年级有组织障碍的小学生小组，与跟踪作业、管理材料、时间管理和计划相关的技能。这项由 33 名学生组成的开放式试点研究检查了：将既定的基于诊所的个性化治疗 (OST-C) 调整和实施到学校环境中的小组形式的可行性， b. 该计划在儿童、家长和学校合作伙伴中的可接受性，以及 c. 参与的儿童是否在 OST-C 积极影响的相同功能领域有所改善。结果表明我们可以调整干预措施，学校合作伙伴可以实施，参与者可以接受。组织技能（由父母、老师和孩子评定）、家庭作业问题和学业成绩的事前改进证明了 OST-S 的潜在有效性，表明需要进一步的有效性工作。