A Tier II Intervention: Organizational Skills Training for Adolescents with ADHD

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A Tier II InterventionOrganizational Skills
Training for Adolescents with ADHD

• TCEC 2008
• Judy Harrison
• Texas AM University
• College Station, Texas

Part II
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Ongoing assessment and progress monitoring

• Get Organized Sheet provides daily measurement of
  organizational criteria
• Treatment Plan-Core Measures Document is used to
  monitor progress on each organization criteria
• Classroom Preparation Checklist (in handout)
  provides daily measure of impact of
  organizational skills training on student
  classroom preparation

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Procedural Steps Baseline
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Get Organized Sheet Binder
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Get Organized Sheet Binder
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Get Organized Sheet Bookbag
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Get Organized Sheet Locker
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Procedural Steps Intervention First Session
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Procedural Steps Intervention Subsequent
Sessions (contd)
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Organizational Skills Sessions
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Optional activities

• Increase frequency and intensity of reinforcers
• Change criteria for reinforcers
• Change type of reinforcer
• Include parent in completing the Get Organized
  Sheet

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Fidelity of Implementation Checklist

• Documentation that interventionist completed
  training with fidelity
• Completed by interventionist and other for
  inter-rater agreement 20 of the intervention
• Copy in handout

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Proposed Study

• Independent Variable
• Organizational Skills Training
• Dependent Variable
• Classroom Preparation
• Math performance (percent of homework assignments
  completed and submitted)
• Math grades
• Participants
• 6th - 8th grade students with prior diagnosis of
  ADHD
• IQ 90 or above
• Without math disability
• 8 week intervention
• Interventionist works with 5 students and math
  teacher(s) collect data on 10 students (5
  experimental and 5 control group)

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Interested in participating?

• Contact Judy Harrison, Doctoral Candidate Texas
  AM University, College Station
• judylpc_at_tamu.edu
• jharrison_at_lumberton.k12.tx.us
• [phone]

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References

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References (contd)

• Evans, S. W., Serpell, Z. N., Schultx, B. K.,
  Pastor, D. A. (2007). Cumulative benefits of
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• Hechtman, L. et al. (2004). Academic achievement
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