Adapting an Evidence Based Tier 3 Organizational Skill Intervention to Improve Classwide Organizational Skills

Abstract

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.