Helping students be better organized

Children with attention-deficit/hyperactivity disorder (ADHD) frequently encounter difficulties with executive functions such as managing time, completing homework, turning in assignments, and planning for upcoming projects. These challenges, according to clinical psychologist Jenelle Nissley-Tsiopinis, can lead to disputes with caregivers and impact high school and college placement, causing students to lose interest in school and lose confidence in themselves.

Some exceptionally gifted children may fail to submit their homework, preventing them from being graded. It's common for children to finish their homework but forget to turn it in. Late submissions result in reduced credit, even if the work is completed accurately.

Studies have demonstrated the efficacy of interventions aimed at addressing organizational skills deficits and homework issues. In a 2024 study led by Nissley-Tsiopinis, researchers from Penn Medicine and Children's Hospital of Philadelphia (CHOP) evaluated school-based interventions targeting elementary school students with difficulties in organization, time management, and planning—key ADHD symptoms.

The trial, conducted across 22 schools in the Philadelphia region, revealed that the Organization Skills Training-Tier 2 (OST-T2) intervention successfully enhanced executive function proficiency in elementary students after 16 sessions. OST-T2 emphasizes repeated practice of organizational skills during sessions, teaching children hands-on executive function skills rather than simply instructing them or performing the tasks for them. This practice component is crucial, as it helps children learn the skills through repetition.

Nissley-Tsiopinis notes that many existing school interventions lack this essential practice element. Currently, her team is evaluating a different intervention called Homework, Organization, and Planning Skills (HOPS) on middle school students' organizational, time management, and planning skills (OTMP). While HOPS has been proven effective for ADHD students with academic problems, this new study aims to determine if it benefits all middle school students with OTMP deficits, regardless of ADHD diagnosis.

The study protocol was published in PLOS One. Statistician Wendy Chan, an associate professor in the Graduate School of Education, expressed interest in the project due to its potential for generalizing treatment effects across diverse student populations. She is eager to collaborate on the statistical analysis of the study's findings.