Abstract

Although numerous studies have analyzed organizational interventions with children with ADHD, minimal research has evaluated the impact of teaching universal organizational skills, classwide, to elementary aged students. This study investigated the impact of teaching organizational skills classwide to two classrooms of Grade 3, 4, and 5 general education students. The current study employed a concurrent multiple baseline design across skills. Results of the study found that organizational skills training increased three organizational skills for both classrooms. The results suggest that organizational skills training, specifically designed for students with ADHD and in one to one settings could be successfully adapted and implemented with typically developing children in a classwide setting.

Supplemental data for this article is available online at https://doi.org/10.1080/15377903.2021.1911898.

摘要

尽管许多研究分析了对多动症儿童的组织干预，但很少有研究评估了在全班范围内教授通用组织技能对小学生的影响。本研究调查了在全班教授组织技能对 3、4 和 5 年级普通教育学生的两个教室的影响。目前的研究采用了跨技能的并发多基线设计。研究结果发现，组织技能培训提高了两个课堂的三种组织技能。结果表明，专门为患有多动症的学生和一对一环境设计的组织技能培训可以成功地适应并在全班环境中与典型发育中的儿童一起实施。

本文的补充数据可在 https://doi.org/10.1080/15377903.2021.1911898 在线获取。