Meta-analysis of organizational skills interventions for children and adolescents with Attention-Deficit/Hyperactivity Disorder. (March 2017)

• Record Type: Journal Article
• Authors: Bikic, Aida; Reichow, Brian; McCauley, Spencer A.; Ibrahim, Karim; Sukhodolsky, Denis G.
• Is Part Of: Clinical psychology review. Volume 52(2017)
• Page Start: 108
• Page End: 123
• Publication Date: 2017-03
• Subjects: AAPC Adolescent academic problems checklist -- ADHD Attention-Deficit/Hyperactivity Disorder -- APRS Academic Performance Rating Scale -- CPS Classroom Performance Survey -- CSI Child Symptom Inventory -- COSS Children's Organizational Skills Scale -- DBD Disruptive Behavior Disorders Rating Scale -- HPC Homework Problem Checklist -- OST Organizational skills training -- TAU Treatment as usual; ADHD -- Organizational skills training -- Behavioral treatment -- Time management -- Academic interventions; Clinical psychology -- Periodicals; Psychology, Pathological -- Periodicals; Psychotherapy -- Periodicals; Psychology, Clinical -- Periodicals; Electronic journals; 616.89
• DOI: 10.1016/j.cpr.2016.12.004
• Languages: English
• ISSNs: 0272-7358

Abstract

Abstract: Background: In addition to problems with attention and hyperactivity, children with ADHD present with poor organizational skills required for managing time and materials in academic projects. Organizational skills training (OST) has been increasingly used to address these deficits. We conducted a systematic review and meta-analysis of OST in children with ADHD. Objectives: The objective of this study was to systematically review the evidence of the effects of OST for children with ADHD for organizational skills, attention, and academic performance. Methods: We searched 3 electronic databases to locate randomized controlled trials published in English in peer-reviewed journals comparing OST with parent education, treatment-as-usual, or waitlist control conditions. Standardized mean difference effect sizes from the studies were statistically combined using a random-effects meta-analyses across six outcomes: teacher- and parent-rated organizational skills, teacher- and parent-rated inattention, teacher-rated academic performance, and Grade Point Average (GPA). Risk of bias was assessed for randomization, allocation concealment, blinding of participants and treatment personnel, blinding of outcome assessors, incomplete outcome data, and selective outcome reporting. Results: Twelve studies involving 1054 children (576 treatment, 478 control) were included in the meta-analyses. Weighted mean effect sizes for teacher- and parent-rated outcome measures of organizational skills were g = 0.54 (95% CI 0.17 to 0.91) and g = 0.83 (95% CI 0.32 to 1.34), respectively. Weighted mean effect sizes of teacher- and parent-rated symptoms of inattention were g = 0.26 (95% CI 0.01 to 0.52) and g = 0.56 (95% CI 0.38 to 0.74), respectively. Weighted standardized mean effect size for teacher-rated academic performance and GPA were g = 0.33 (95% CI 0.14 to 0.51) and g = 0.29 (95% CI 0.07 to 0.51), respectively. Conclusions: OST leads to moderate improvements in organizational skills of children with ADHD as rated by teachers and large improvements as rated by parents. More modest improvements were observed on the ratings of symptoms of inattention and academic performance. Protocol registration: PROSPERO (CRD42015019261). Highlights: Organizational skills interventions have positive effects on outcomes related to ADHD. Moderate improvements in organizational skills of children with ADHD rated by teachers Large improvements in organizational skills of children with ADHD rated by parents Modest improvements on the ratings of symptoms of inattention and academic performance The review notes methodological limitations of the organizational skills training trials