Research In Practice Blog

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Enhancing Executive Function: The Impact of Organizational Skills Training on Children
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By Jennifer A. Mautone, PhD and Lindsey Klinger-O'Donnell

"School-based organizational skills training for upper elementary students: Subgroup and mediating effects"

It is widely recognized that executive function, a cognitive ability related to sustained goal-directed behavior, manifests behaviorally in children and adolescents through skills such as organization, time management, and planning (OTMP). These skills are linked to better homework completion and academic performance, and they can also predict academic success in later grades. However, there is limited research on interventions specifically designed to improve organizational skills and enhance academic performance.

A recent study conducted by researchers from Children’s Hospital of Philadelphia examined whether organizational skills training (OST) is effective for students in grades 3 to 5 who have OTMP difficulties, including children with attention deficit/hyperactivity disorder (ADHD). The research team, which included experts from Clinical Futures and PolicyLab, Jenelle Nissley-Tsiopinis, PhD, Jennifer Mautone, PhD, ABPP, and Thomas Power, PhD, ABPP, carried out a cluster-randomized trial across 22 schools, involving 182 students for moderation analyses and 133 for mediation analyses.

This study builds on their previous work by examining how various student subgroups respond to OTMP skills training interventions at the elementary school level. The research team collaborated with the original developers to adapt the OST program as a Tier 2 (T2) intervention within a multi-tiered system of support, referred to as OST-T2. The study had a particular focus on the differing effects the intervention had on various subgroups.

Four main subgroup-defining variables were examined in the study. These include:

  1. Those with a likely diagnosis of ADHD
  2. Caregiver-reported child anxiety
  3. Severity of baseline OTMP and homework problems
  4. Family socioeconomic level.

Exploring the Study Intervention & Findings

Students randomized to receive OST-T2 were offered a comprehensive program that included 16 engaging sessions, featuring an introductory session followed by four key modules: 

  1. Tracking Assignments (two sessions), 
  2. Managing Materials (five sessions), 
  3. Time Management (four sessions)
  4. Planning (four sessions)

Each session lasted 35 minutes and took place twice a week at school in small groups of three to four students. The study team trained a staff person from each school to serve as the OST provider for that school.

Throughout the program, OST-T2 providers utilized cognitive framing techniques to enable students to recognize that their challenges related to OTMP are manageable and can improve through effort and persistence. Students in the OST-T2 sessions learned OTMP skills through various methods, such as instruction, modeling, and guided practice. In between sessions, students practiced skill application using homework designed to reinforce skills learned in previous sessions. Positive reinforcement was provided for students' efforts and practice during and between sessions through a motivating token system.

Moreover, caregivers and teachers participated in two constructive consultation sessions designed to enhance the application of skills at home and in school settings. Their encouragement and feedback for using these skills was critical in supporting students’ progress.

Students with high versus low anxiety showed a significant difference in ratings given by caregivers on OTMP and homework problems at the end of the program. Children rated by caregivers as higher in levels of anxiety responded better to OST-T2. The analysis did not show any significant differences based on ADHD diagnosis right after intervention, but students with ADHD had more difficulty sustaining the benefits of intervention than those without ADHD. The analyses did not indicate subgroup effects based on the socioeconomic status of families. Additionally, the results revealed that improvements in OTMP skills in response to OST-T2 had important downstream effects on student homework and academic performance.

More research is needed to explore these findings with larger subgroups of participants. The study found that OST-T2 works better for children who have higher anxiety levels, according to their caregivers, but the sample size did not allow for the detection of non-linear effects.

Research in Practice Implications

This study has several important implications for practice.
First, children who are rated by caregivers as having higher levels of anxiety may respond more positively to OST-T2 compared to those with lower anxiety levels. Therefore, children with elevated caregiver-rated anxiety appear to be especially strong candidates for this program.

Second, OST-T2 appears to be highly beneficial for both students with and without a diagnosis of ADHD who exhibit deficits in organization, time management, and planning (OTMP) skills. However, it seems that students with ADHD have more difficulty maintaining the gains achieved from this intervention compared to their peers without ADHD. Consequently, these students may require booster sessions to sustain benefits.

Third, students from various socioeconomic backgrounds appear to benefit from OST-T2, provided that their schools have the necessary resources to implement the intervention with the support of a consultant.
Last, if OST-T2 leads to an improvement in caregiver-rated OTMP skills, students are likely to experience improvements in homework and overall academic performance as a result.

Demonstrating that OST-T2 can have immediate effects on OTMP skills strongly suggests that the program is likely to benefit important student outcomes. Additionally, incorporating strategies to enhance caregiver involvement, such as addressing specific OTMP behaviors that concern caregivers and scheduling more consultation sessions with them, could lead to greater immediate improvements in OTMP skills and subsequently enhance academic performance.

Overall, the findings from this study, alongside previous research, show that OST-T2 can be a valuable resource for administrators and school professionals working with upper elementary students. Evidence shows that the program can improve OTMP skills, homework functioning, and academic performance for students from diverse backgrounds and with various clinical characteristics.

Actionable Insights:

  • Clinical: (1) To the extent that caregivers view their children with OTMP difficulties as being anxious about their performance, students respond better to OTMP skills interventions. As a consequence, it is important for clinicians to help children understand the extent of their OTMP difficulties and the impact on their academic performance. (2) Student OTMP skills are leading indicators of academic performance. Improving these skills has important downstream effects on academic performance.
  • Research: These findings need to be replicated with larger sample sizes to confirm them.
  • Advocacy/Policy: OTMP skills interventions can be effective with students from varying socioeconomic backgrounds as long as the schools serving these children have the resources to assign a school professional to provide this program. Given the potential impact of this intervention on student academic performance, it is critical for schools to have the resources to provide this programming for students.

Related Information & Resources

Citation: Thomas J. Power, Jennifer A. Mautone, Howard Abikoff, Richard Gallagher, Phylicia F. Fleming, Katie L. Tremont, Jaclyn Cacia, Bridget Poznanski, A. Russell Localio, Jenelle Nissley-Tsiopinis,School-based organizational skills training for upper elementary students: Subgroup and mediating effects,Journal of School Psychology,Volume 117,2026,101557,ISSN 0022-4405,https://doi.org/10.1016/j.jsp.2026.101557.

Clinical Futures author: Jennifer A. Mautone, PhD

Additional study author(s) from Children’s Hospital of Philadelphia: 
Jenelle D. Nissley-Tsiopinis, PhD; Thomas J. Power, PhD; Phylicia F. Fleming, PhD; Bridget Poznanski, PhD;  Jaclyn Cacia, MS;