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ERIC Number: EJ978500
Record Type: Journal
Publication Date: 2012-Apr
Pages: 4
Abstractor: ERIC
Reference Count: 5
ISSN: ISSN-0734-2829
Test Review: Abikoff, H., & Gallagher, R. (2009). "Children's Organizational Skills Scales." North Tonawanda, NY: Multi-Health Systems
Kaya, Fatih; Delen, Erhan; Ritter, Nicola L.
Journal of Psychoeducational Assessment, v30 n2 p205-208 Apr 2012
This article presents a review of the Children's Organizational Skills Scales (COSS) which were designed to assess how children organize their time, materials, and actions to accomplish important tasks at home and school. The scale quantifies children's skills in organization, time management, and planning (OTMP). The COSS is a multi-informant assessment based on responses from parents, teachers, and self-report. The COSS has several strengths. The COSS uses parallel forms to obtain perspectives from parent, teacher, and child, while also offering comparisons of parent and teacher responses. The test uses accessible reading levels to alleviate language effects. The COSS is easy to administer, score, and interpret. The manual is also straightforward and supported by graphs and examples so that administrator errors are minimized. The administration time is relatively short and the user has the flexibility of administering the test in groups or on an individual basis. Results from the COSS can also be scored by computer which provides a timely method in processing results. However, the COSS is not infallible. Individuals should use caution in forming conclusions based on the standardization sample. Overall, the COSS definitely fills a gap in the area of identifying children's organizational skills. The COSS has a user-friendly manual and report forms. The test can be administered in a reasonably short amount of time, and the results can be used in conjunction with observations by both researchers and practitioners to identify the level of deficiency, design individualized interventions, and monitor progress in specific skill deficits.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; United States