Not provided
| ID | Type | Description | Link |
|---|---|---|---|
| R305A170052-20 | Other Grant/Funding Number | US Dept. of Education |
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
| Name | Class |
|---|---|
| University of Pennsylvania | OTHER |
| New York University | OTHER |
| U.S. Department of Education | FED |
Not provided
Not provided
Not provided
Not provided
The purpose of this study was to evaluate the Organizational Skills Training Program - Tier 2 version (OST-T2) in a cluster randomized trial. Participating schools will be randomly assigned to one of two groups: 1) an OST-T2 intervention group and 2) a treatment as usual control group. Participating students (3rd through 5th grade) were from 22 schools in Pennsylvania and New Jersey and included both urban and suburban schools serving a diverse population. OST-T2 is a small-group, skills training intervention for children, which includes parent and teacher consultation to support student use of new skills. The program is delivered by school staff who receive training and consultation from intervention experts.
Context: Although multiple factors influence school functioning, executive function (EF) deficits have been found to be a key predictor of academic achievement. EF is a higher order cognitive ability associated with persistent goal-directed behavior. Organization, time management, and planning (OTMP) skills are aspects of EF that are particularly associated with children's academic performance. Organizational demands increase over the course of early schooling and are relatively high by 3rd through 5th grade. Poor OTMP skills during this period adversely impact academic functioning. In the late elementary school grades, as students are expected to become more organized, some students have difficulty learning these skills in spite of classroom supports provided by teachers, placing them at increased risk for academic failure.
Objectives: The purpose of this study was to conduct an evaluation of the Organizational Skills Training Program - Tier 2 version (OST-T2), a fully developed intervention for students in general education. The proposed study builds upon research demonstrating the efficacy of a clinic-based version of the OST intervention (OST-C) in remediating OTMP skills deficits and improving academic functioning for 3rd, 4th and 5th graders with attention-deficit hyperactivity disorder (ADHD), and a recent pilot research demonstrating the feasibility and potential effectiveness of a school-based version of OST provided by end users ("school partners") for 3rd through 5th graders. It also builds upon research training school staff to implement evidence-based interventions with high fidelity.
Study Design: This is a cluster-randomized trial with a treatment as usual (TAU) control group.
Setting/Participants: Schools (22) were located in Pennsylvania and New Jersey and include urban and suburban schools serving a diverse population. Students (3rd to 5th grade) who are struggling the most with OTMP deficits and whose academic performance is negatively impacted by their OTMP deficits will be referred to the study team by their general education teachers.
Study Interventions and Measures: OST-T2 is a small group skills training intervention, with parents and teachers supporting children's use of new skills. The program manual includes strategies for training and coaching school staff, referred to as school partners, to effectively implement OST-T2 and guidelines to modify the program for implementation in diverse schools with diverse students. Each student session includes: (a) homework review to assess completion of between-session skills implementation; (b) skill-building activities, which include the use of modeling, shaping, guided practice, and reinforcement for organized behavior; and (c) activities to promote generalization of skills. Sessions address four organizational challenges: (a) tracking assignments, (b) managing materials, (c) managing time, and (d) planning for long term assignments.
Investigators measured the following: intervention fidelity, stakeholder engagement, student OTMP skills, student academic self-efficacy, student academic outcomes, student characteristics, feasibility, usability, and acceptability of OST-T2. In addition, investigators tracked the interventions that are offered as treatment-as-usual in TAU schools. A cost analysis related to the implementation of OST-T2 will also be completed.
Not provided
Not provided
Not provided
Not provided
| Label | Type | Description | Intervention Names |
|---|---|---|---|
| OST-T2 Intervention group | Experimental | Small group skills training for students in grades 3 through 5 with difficulties with organization, time management, and planning skills. Includes parent and teacher involvement to support student skills use. |
|
| Treatment as usual control group | No Intervention | Strategies currently in use by schools to address organization, time management, and planning skills problems. |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Organizational Skills Training - Tier 2 (OST-T2) | Behavioral | OST-T2 is a small group skills training intervention, with parents and teachers supporting children's use of new skills. The program manual includes strategies for training and coaching school staff, referred to as school partners, to effectively implement OST-T2 and guidelines to modify the program for implementation in diverse schools with diverse students. Each student session includes: (a) homework review to assess completion of between-session skills implementation; (b) skill-building activities, which include the use of modeling, shaping, guided practice, and reinforcement for organized behavior; and (c) activities to promote generalization of skills. Sessions address four organizational challenges: (a) tracking assignments, (b) managing materials, (c) managing time, and (d) planning for long term assignments. |
| Measure | Description | Time Frame |
|---|---|---|
| Students' Organizational Functioning - Teacher Report | The Children's Organizational Skills Scales - Teacher Version (COSS-T) was used to assess changes in OTMP functioning at home and school over several time points. COSS total scores have good discriminant validity and are sensitive to treatment effects. Each COSS version uses a 4-point rating scale (1=Hardly ever or never to 4=Just about all of the time). Higher scores indicate a worse outcome. Although the COSS yields three subscale scores, only the total score of 28 items was used to reduce the number of measures in the analyses. The mean item score was calculated and used in analyses; possible range is from 1 to 4. | Baseline, 14-weeks (post-treatment), 5-months and 12-months |
| Students' Organizational Functioning - Parent Report | The Children's Organizational Skills Scales - Parent Version (COSS-P) was used to assess changes in OTMP functioning at home and school over several time points. COSS total scores have good discriminant validity and are sensitive to treatment effects. Each COSS version uses a 4-point rating scale (1=Hardly ever or never to 4=Just about all of the time). Higher scores indicate a worse outcome. Although the COSS yields three subscale scores, only the 26-item total score was used to reduce the number of measures in the analyses. The mean item score was calculated and used in analyses; possible range is from 1 to 4. | Baseline, 14-weeks (post-treatment), 5-months and 12-months |
| Measure | Description | Time Frame |
|---|---|---|
| Students' Homework Performance - Teacher Report | The Homework Performance Questionnaire (HPQ-T)-Teacher version was used to assess changes in students' homework behavior during the past 4 weeks. Each item is rated on a five-point scale corresponding to amount of time student demonstrated the behavior in the previous 4-week period (0 = 0% to 39% of the time; 1 = 40% to 69% of the time; 2 = 70% to 79% of the time; 3 = 80% to 89% of the time; 4 = 90% to 100% of the time).Higher scores indicate better outcome. The 9-item Student Self-Regulation factor was used in the analyses. This factor has been demonstrated to have strong psychometric properties. Mean item score was used in analyses; possible range is from 0 to 4. |
Not provided
Inclusion Criteria:
Any student enrolled in grades 3 through 5 in one of the participating schools who meets the following criteria.
Exclusion Criteria:
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
| Name | Affiliation | Role |
|---|---|---|
| Thomas Power, PhD | Children's Hospital of Philadelphia | Principal Investigator |
| Jenelle Nissley-Tsiopoinis, PhD | Children's Hospital of Philadelphia | Principal Investigator |
| Jennifer Mautone, PhD | Children's Hospital of Philadelphia | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| New York University | New York | New York | 10016 | United States | ||
| University of Pennsylvania |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 21845021 | Background | Best JR, Miller PH, Naglieri JA. Relations between Executive Function and Academic Achievement from Ages 5 to 17 in a Large, Representative National Sample. Learn Individ Differ. 2011 Aug;21(4):327-336. doi: 10.1016/j.lindif.2011.01.007. | |
| 20161467 | Background | Best JR, Miller PH, Jones LL. Executive Functions after Age 5: Changes and Correlates. Dev Rev. 2009 Sep 1;29(3):180-200. doi: 10.1016/j.dr.2009.05.002. |
Not provided
Not provided
Per Institute for Educational Sciences (IES) requirements, the timeframe for accessibility of data will be reviewed during each annual progress review and revised as necessary. The final dataset will be exported from REDCap to Microsoft Excel and commonly used statistical software packages such as SPSS and SAS, as requested by the individuals seeking access to the data. The research team will prepare a codebook to share with the requesting individuals. The codebook will provide information about all of the variables and how the composite variables (e.g. factor scores) were derived.
Data will become accessible after the study is completed and primary study findings are published in a peer-reviewed journal. Data will be available for 10 years from that time. Per Institute for Educational Sciences (IES) requirements, the timeframe for accessibility of data will be reviewed during each annual progress review and revised as necessary.
Individuals interested in using the data should contact Dr. Thomas Power (power@chop.edu). When our research team receives a request for access to the data a data file and supporting documentation will be prepared by the research team. Only de-identified data will be made accessible in order to prevent identification of students, parents, and school staff who participated in this project. Per Children's Hospital of Philadelphia (CHOP) policies, a data use agreement is necessary prior to sharing data.
Not provided
Data from 186 student participants were evaluated for this study. Data were derived from parents, teachers, and child self-report. One participant of the 186 was withdrawn prior to the intervention period because this student was found not to meet study eligibility criteria.
Participants were recruited from Nov., 2017 through Jan., 2022 from 22 schools serving students in upper elementary school in the Philadelphia, PA region.
| ID | Title | Description |
|---|---|---|
| FG000 | OST-T2 Intervention Group | Organizational Skills Training - Tier 2 (OST-T2): OST-T2 is a small group skills training intervention, with parents and teachers supporting children's use of new skills. The program manual includes strategies for training and coaching school staff, referred to as school partners, to effectively implement OST-T2 and guidelines to modify the program for implementation in diverse schools with diverse students. Each student session includes: (a) homework review to assess completion of between-session skills implementation; (b) skill-building activities, which include the use of modeling, shaping, guided practice, and reinforcement for organized behavior; and (c) activities to promote generalization of skills. Sessions address four organizational challenges: (a) tracking assignments, (b) managing materials, (c) managing time, and (d) planning for long term assignments. |
| FG001 | Treatment as Usual Wait List Control Group | Students in the treatment as usual wait list control group have access to any services and supports their school typically provides to address organization, time management, and planning difficulties. This group receives the OST-T2 intervention after collection of the 12-month follow up data. |
| Title | Milestones | Reasons Not Completed | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Overall Study |
|
|
The PIs withdrew one participant before the study intervention period because this person was found not to meet study eligibility criteria.
Not provided
| ID | Title | Description |
|---|---|---|
| BG000 | OST-T2 Intervention Group | Small group skills training for students in grades 3 through 5 with difficulties with organization, time management, and planning skills. Includes parent and teacher involvement to support student skills use. Organizational Skills Training - Tier 2 (OST-T2): OST-T2 is a small group skills training intervention, with parents and teachers supporting children's use of new skills. The program manual includes strategies for training and coaching school staff, referred to as school partners, to effectively implement OST-T2 and guidelines to modify the program for implementation in diverse schools with diverse students. Each student session includes: (a) homework review to assess completion of between-session skills implementation; (b) skill-building activities, which include the use of modeling, shaping, guided practice, and reinforcement for organized behavior; and (c) activities to promote generalization of skills. Sessions address four organizational challenges: (a) tracking assignments, (b) managing materials, (c) managing time, and (d) planning for long term assignments. |
| Units | Counts |
|---|---|
| Participants |
|
| Title | Description | Population Description | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Denominator Units Selected | Denominators | Classes |
|---|---|---|---|---|---|---|---|---|---|
| Age, Continuous | Mean |
| Type | Title | Description | Population Description | Reporting Status | Anticipated Posting Date | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Time Frame | Units Analyzed | Denominator Units Selected | Arm/Group Information | Denominators | Classes | Analyses | ||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Primary | Students' Organizational Functioning - Teacher Report | The Children's Organizational Skills Scales - Teacher Version (COSS-T) was used to assess changes in OTMP functioning at home and school over several time points. COSS total scores have good discriminant validity and are sensitive to treatment effects. Each COSS version uses a 4-point rating scale (1=Hardly ever or never to 4=Just about all of the time). Higher scores indicate a worse outcome. Although the COSS yields three subscale scores, only the total score of 28 items was used to reduce the number of measures in the analyses. The mean item score was calculated and used in analyses; possible range is from 1 to 4. | Note that 180 participants provided data that were analyzed. Data were missing for 5 participants on this measure. | Posted | Mean | 95% Confidence Interval | scores on a scale | Baseline, 14-weeks (post-treatment), 5-months and 12-months |
|
1 year
Not provided
Not provided
| ID | Title | Description | Deaths (Affected) | Deaths (At Risk) | Serious Events (Affected) | Serious Events (At Risk) | Other Events (Affected) | Other Events (At Risk) |
|---|---|---|---|---|---|---|---|---|
| EG000 | OST-T2 Intervention Group | Small group skills training for students in grades 3 through 5 with difficulties with organization, time management, and planning skills. Includes parent and teacher involvement to support student skills use. Organizational Skills Training - Tier 2 (OST-T2): OST-T2 is a small group skills training intervention, with parents and teachers supporting children's use of new skills. The program manual includes strategies for training and coaching school staff, referred to as school partners, to effectively implement OST-T2 and guidelines to modify the program for implementation in diverse schools with diverse students. Each student session includes: (a) homework review to assess completion of between-session skills implementation; (b) skill-building activities, which include the use of modeling, shaping, guided practice, and reinforcement for organized behavior; and (c) activities to promote generalization of skills. Sessions address four organizational challenges: (a) tracking assignments, (b) managing materials, (c) managing time, and (d) planning for long term assignments. |
Not provided
Not provided
Findings are generalizable to schools for which OST-T2 was viewed as aligned with school mission, feasible to deliver, and could be implemented by a school professional. Children identified as Black or White were overrepresented; those identified as Hispanic/Latino were underrepresented. Schools serving a high proportion of children living in poverty/deep poverty were underrepresented. COVID-19 resulted in participation challenges that limited the final sample size.
| Title | Organization | Phone | Extension | |
|---|---|---|---|---|
| Dr. Thomas J. Power | Children's Hospital of Philadelphia | 215-590-7447 | power@chop.edu |
Not provided
| Type | Includes Protocol | Includes SAP | Includes ICF | Document Label | Document Date | Document Uploaded Date | Document File Name |
|---|---|---|---|---|---|---|---|
| Prot | Yes | No | No | Study Protocol | Jun 5, 2022 | Mar 12, 2024 | Prot_000.pdf |
| SAP | No | Yes | No | Statistical Analysis Plan | Jun 5, 2022 | Mar 20, 2024 | SAP_001.pdf |
| ICF | No | No | Yes | Informed Consent Form | Sep 13, 2022 | Mar 12, 2024 | ICF_002.pdf |
Not provided
Not provided
Not provided
Not provided
Not provided
|
| Baseline, 14-weeks (post-treatment), 5-months and 12-months |
| Students' Homework Performance - Parent Report | The Homework Problem Checklist (HPC) is a 20-item parent-report measure that was used to assess changes in student homework performance. Parents indicate the frequency with which student engage in behavior during homework time at home on a four-point scale (0 = never to 3 = very often). The psychometric properties of this instrument have been shown to be acceptable, and the HPC was sensitive to treatment effects in the previous OST-C study. The total HPC score was used in the analyses. Higher scores indicate worse outcomes. Mean item score was calculated and used in analyses; possible range is from 0 to 3. | Baseline, 14-weeks (post-treatment), 5-months and 12-months |
| Student Academic Proficiency | The Academic Proficiency Scale (APS) is a teacher-report measure that assesses (changes in) proficiency in six academic subjects relative to standard expectations (1=Well below standard expected at this time of year; 3=At standard; 5=Well above standard). Higher scores indicate a better outcome. Ratings were averaged across six academic subjects; mean item score is the unit of analysis. Possible range is from 1 to 5. Reliability is acceptable (alpha = .84), and this measure is sensitive to OST treatment effects. | Baseline, 14-weeks (post-treatment), 5-months and 12-months |
| Student Academic Competence | The Academic Competence Evaluation Scales (ACES) is a teacher-report scale that assesses changes in the academic competence of students in kindergarten through grade 12. The Reading/Language Arts and Math subscales of this measure were used. Items are rated from 1 = far below to 5 = far above grade level. Higher scores indicate better outcome. Alpha coefficients and test-retest correlations for these subscales have been shown to be above .90. The average item score for Reading/Language Arts (11 items) and Math (8 items) subscales were calculated. Then the average of these subscale scores was used in the analyses. Possible range is from 1 to 5. | Baseline, 14-weeks (post-treatment), 5-months and 12-months |
| Student Academic Grades | Student report card grades for the first marking period of the year students participate in OST-T2/TAU and for the last marking period of the academic year of participation were used to examine impact on academic performance. Grades were harmonized across participating school districts to a uniform grading scale (ranging from low of 1 to high of 4). A composite academic grade score was computed for each student based on their grades in math and reading/language arts (possible range = 1 to 4). Higher scores indicate better outcomes. | Baseline, 5-months |
| Student Self-efficacy | Patterns of Adaptive Learning Scales (PALS) was used to evaluate changes in students' perceptions of their ability to overcome challenges to perform their class work (e.g., "I can do even the hardest work in this class if I try."). Items are rated on a 5-item scale from 1 = not at all true to 5 = very true. Higher scores indicate better outcomes. Mean item scores were used in analyses; possible range is from 1 to 5. | Baseline, 14-weeks (post-treatment), 5-months and 12-months |
| Philadelphia |
| Pennsylvania |
| 19104 |
| United States |
| Children's Hospital of Philadelphia | Philadelphia | Pennsylvania | 19146 | United States |
| Background | Abikoff, H., & Gallagher, R. (2009). Children's organizational skills scales (COSS), technical manual. North Tonawanda, NY: Multi-Health Systems. |
| 22889336 | Background | Abikoff H, Gallagher R, Wells KC, Murray DW, Huang L, Lu F, Petkova E. Remediating organizational functioning in children with ADHD: immediate and long-term effects from a randomized controlled trial. J Consult Clin Psychol. 2013 Feb;81(1):113-28. doi: 10.1037/a0029648. Epub 2012 Aug 13. |
| 24428904 | Background | Eiraldi R, McCurdy B, Khanna M, Mautone J, Jawad AF, Power T, Cidav Z, Cacia J, Sugai G. A cluster randomized trial to evaluate external support for the implementation of positive behavioral interventions and supports by school personnel. Implement Sci. 2014 Jan 15;9:12. doi: 10.1186/1748-5908-9-12. |
| 23640285 | Background | Langberg JM, Dvorsky MR, Evans SW. What specific facets of executive function are associated with academic functioning in youth with attention-deficit/hyperactivity disorder? J Abnorm Child Psychol. 2013 Oct;41(7):1145-59. doi: 10.1007/s10802-013-9750-z. |
| BG001 | Treatment as Usual Control Group | Strategies currently in use by schools to address organization, time management, and planning skills problems. |
| BG002 | Total | Total of all reporting groups |
| Child Age in Years |
|
| Sex: Female, Male | Count of Participants | Participants |
|
| Ethnicity (NIH/OMB) | Count of Participants | Participants |
|
| Race (NIH/OMB) | Count of Participants | Participants |
|
| Region of Enrollment | Number | participants |
|
| Child Grade in School | Count of Participants | Participants |
|
| Caregiver mean level of education | Count of Participants | Participants |
|
| Family Neighborhood Area Deprivation Index, National Percentile | Mean | Standard Deviation | Percentile |
|
| Child Attention Problems (Behavior Assessment Scale for Children, Third Edition; BASC-3) | Raw scores were converted to T-scores with a mean of 50 and a standard deviation of 10. Higher scores indicate higher levels of symptoms/problems. A T-score of 60 refers to a mild elevation in symptoms, a T-score of 65 refers to moderate, and a T-score of 70 refers to high elevation. | Mean | Standard Deviation | T-score |
|
| Child Anxiety (Behavioral Assessment System for Children - Third Edition; BASC-3 | Raw scores were converted to T-scores with a mean of 50 and a standard deviation of 10. Higher scores indicate higher levels of symptoms/problems. A T-score of 60 refers to a mild elevation in symptoms, a T-score of 65 refers to moderate, and a T-score of 70 refers to high elevation. | Mean | Standard Deviation | T-Score |
|
| Child Autism Spectrum Rating Scale | Raw scores were converted to T-scores with a mean of 50 and a standard deviation of 10. Higher scores indicate higher levels of symptoms/problems. A T-score of 60 refers to a mild elevation in symptoms, a T-score of 65 refers to moderate, and a T-score of 70 refers to high elevation. | Mean | Standard Deviation | T-Score |
|
Organizational Skills Training - Tier 2 (OST-T2): OST-T2 is a small group skills training intervention, with parents and teachers supporting children's use of new skills. The program manual includes strategies for training and coaching school staff, referred to as school partners, to effectively implement OST-T2 and guidelines to modify the program for implementation in diverse schools with diverse students. Each student session includes: (a) homework review to assess completion of between-session skills implementation; (b) skill-building activities, which include the use of modeling, shaping, guided practice, and reinforcement for organized behavior; and (c) activities to promote generalization of skills. Sessions address four organizational challenges: (a) tracking assignments, (b) managing materials, (c) managing time, and (d) planning for long term assignments. |
| OG001 | Treatment as Usual Wait List Control Group | Students in the treatment as usual wait list control group have access to any services and supports their school typically provides to address organization, time management, and planning difficulties. This group receives the OST-T2 intervention after collection of the 12-month follow up data. |
|
|
|
| Primary | Students' Organizational Functioning - Parent Report | The Children's Organizational Skills Scales - Parent Version (COSS-P) was used to assess changes in OTMP functioning at home and school over several time points. COSS total scores have good discriminant validity and are sensitive to treatment effects. Each COSS version uses a 4-point rating scale (1=Hardly ever or never to 4=Just about all of the time). Higher scores indicate a worse outcome. Although the COSS yields three subscale scores, only the 26-item total score was used to reduce the number of measures in the analyses. The mean item score was calculated and used in analyses; possible range is from 1 to 4. | Note that 183 participants provided data that were analyzed. Data were missing for 2 participants on this measure. | Posted | Mean | 95% Confidence Interval | scores on a scale | Baseline, 14-weeks (post-treatment), 5-months and 12-months |
|
|
|
|
| Secondary | Students' Homework Performance - Teacher Report | The Homework Performance Questionnaire (HPQ-T)-Teacher version was used to assess changes in students' homework behavior during the past 4 weeks. Each item is rated on a five-point scale corresponding to amount of time student demonstrated the behavior in the previous 4-week period (0 = 0% to 39% of the time; 1 = 40% to 69% of the time; 2 = 70% to 79% of the time; 3 = 80% to 89% of the time; 4 = 90% to 100% of the time).Higher scores indicate better outcome. The 9-item Student Self-Regulation factor was used in the analyses. This factor has been demonstrated to have strong psychometric properties. Mean item score was used in analyses; possible range is from 0 to 4. | Note that 179 participants provided data that were analyzed. Data were missing for 6 participants on this measure. | Posted | Mean | 95% Confidence Interval | scores on a scale | Baseline, 14-weeks (post-treatment), 5-months and 12-months |
|
|
|
|
| Secondary | Students' Homework Performance - Parent Report | The Homework Problem Checklist (HPC) is a 20-item parent-report measure that was used to assess changes in student homework performance. Parents indicate the frequency with which student engage in behavior during homework time at home on a four-point scale (0 = never to 3 = very often). The psychometric properties of this instrument have been shown to be acceptable, and the HPC was sensitive to treatment effects in the previous OST-C study. The total HPC score was used in the analyses. Higher scores indicate worse outcomes. Mean item score was calculated and used in analyses; possible range is from 0 to 3. | Note that 183 participants provided data that were analyzed. Data were missing for 2 participants on this measure. | Posted | Mean | 95% Confidence Interval | scores on a scale | Baseline, 14-weeks (post-treatment), 5-months and 12-months |
|
|
|
|
| Secondary | Student Academic Proficiency | The Academic Proficiency Scale (APS) is a teacher-report measure that assesses (changes in) proficiency in six academic subjects relative to standard expectations (1=Well below standard expected at this time of year; 3=At standard; 5=Well above standard). Higher scores indicate a better outcome. Ratings were averaged across six academic subjects; mean item score is the unit of analysis. Possible range is from 1 to 5. Reliability is acceptable (alpha = .84), and this measure is sensitive to OST treatment effects. | Note that 180 participants provided data that were analyzed. Data were missing for 5 participants on this measure. | Posted | Mean | 95% Confidence Interval | scores on a scale | Baseline, 14-weeks (post-treatment), 5-months and 12-months |
|
|
|
|
| Secondary | Student Academic Competence | The Academic Competence Evaluation Scales (ACES) is a teacher-report scale that assesses changes in the academic competence of students in kindergarten through grade 12. The Reading/Language Arts and Math subscales of this measure were used. Items are rated from 1 = far below to 5 = far above grade level. Higher scores indicate better outcome. Alpha coefficients and test-retest correlations for these subscales have been shown to be above .90. The average item score for Reading/Language Arts (11 items) and Math (8 items) subscales were calculated. Then the average of these subscale scores was used in the analyses. Possible range is from 1 to 5. | Note that 169 participants provided data that were analyzed. Data were missing for 16 participants on this measure. | Posted | Mean | 95% Confidence Interval | scores on a scale | Baseline, 14-weeks (post-treatment), 5-months and 12-months |
|
|
|
|
| Secondary | Student Academic Grades | Student report card grades for the first marking period of the year students participate in OST-T2/TAU and for the last marking period of the academic year of participation were used to examine impact on academic performance. Grades were harmonized across participating school districts to a uniform grading scale (ranging from low of 1 to high of 4). A composite academic grade score was computed for each student based on their grades in math and reading/language arts (possible range = 1 to 4). Higher scores indicate better outcomes. | Note that 165 participants provided data that were analyzed. Data were missing for 20 participants on this measure. | Posted | Mean | 95% Confidence Interval | scores on a scale | Baseline, 5-months |
|
|
|
|
| Secondary | Student Self-efficacy | Patterns of Adaptive Learning Scales (PALS) was used to evaluate changes in students' perceptions of their ability to overcome challenges to perform their class work (e.g., "I can do even the hardest work in this class if I try."). Items are rated on a 5-item scale from 1 = not at all true to 5 = very true. Higher scores indicate better outcomes. Mean item scores were used in analyses; possible range is from 1 to 5. | Note that 181 participants provided data that were analyzed. Data were missing for 4 participants on this measure. | Posted | Mean | 95% Confidence Interval | scores on a scale | Baseline, 14-weeks (post-treatment), 5-months and 12-months |
|
|
|
|
| 0 |
| 97 |
| 0 |
| 97 |
| 0 |
| 97 |
| EG001 | Treatment as Usual Control Group | Strategies currently in use by schools to address organization, time management, and planning skills problems. | 0 | 88 | 0 | 88 | 0 | 88 |
Not provided
Not provided
| 5-month follow-up (22 weeks) |
|
| 12-month follow-up (55 weeks) |
|
| 5-month follow-up (22 weeks) |
|
| 12-month follow-up (55 weeks) |
|
| 5-month follow-up (22 weeks) |
|
| 12-month follow-up (55 weeks) |
|
| 5-month follow-up (22 weeks) |
|
| 12-month follow-up (55 weeks) |
|
| 5-month follow-up (22 weeks) |
|
| 12-month follow-up (55 weeks) |
|
| 5-month follow-up (22 weeks) |
|
| 12-month follow-up (55 weeks) |
|