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ERIC Number: EJ811150
Record Type: Journal
Publication Date: 2008-Sep
Pages: 11
Abstractor: As Provided
Reference Count: 31
ISSN: ISSN-1045-3830
Efficacy of an Organization Skills Intervention to Improve the Academic Functioning of Students with Attention-Deficit/Hyperactivity Disorder
Langberg, Joshua M.; Epstein, Jeffery N.; Urbanowicz, Christina M.; Simon, John O.; Graham, Amanda J.
School Psychology Quarterly, v23 n3 p407-417 Sep 2008
Children with attention-deficit/hyperactivity disorder (ADHD) exhibit significant academic impairments, as evidenced by poor academic achievement, grade retention, and school dropout. Deficits in organization skills may contribute to these academic impairments, as children with ADHD frequently lose assignments, misplace their completed work, and have difficulty planning for tests. The present study examined the pilot efficacy of an 8-week organization skills intervention for children with ADHD. Thirty-seven children were randomly assigned to receive the intervention immediately or to a wait-list control. Participants made significant improvements in organization and homework management skills during the intervention and these gains were maintained at 8-week follow-up. Parents of children in the intervention group reported decreased homework problems. Children in the intervention group also demonstrated pre-post gains on teacher ratings of academic impairment and GPA. This study suggests that targeted academic skills interventions have the potential to improve overall academic performance among children with ADHD. (Contains 2 figures and 1 table.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Grade 4; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio
IES Cited: ED545233