Symposium 55 - Improving outcomes of interventions for children’s organization skills: Innovations based on subgroup analyses

Chair(s)

• JN

  Jenelle Nissley-Tsiopinis, Ph.D. (she/her/hers)

  Research and Clinical Psychologist
  Children's Hospital of Philadelphia & Perlman School of Medicine at the University of Pennsylvania
  Philadelphia, Pennsylvania, United States
• TP

  Thomas Power, ABPP, Ph.D. (he/him/his)

  Professor
  Children’s Hospital of Philadelphia
  Philadelphia, Pennsylvania, United States

Discussant(s)

• 

  Steven Evans, Ph.D.

  Distinguished Professor
  Ohio University
  Athens, Ohio, United States

Presenter(s)

• JN

  Jenelle Nissley-Tsiopinis, Ph.D. (she/her/hers)

  Research and Clinical Psychologist
  Children's Hospital of Philadelphia & Perlman School of Medicine at the University of Pennsylvania
  Philadelphia, Pennsylvania, United States
• PG

  Paulo Graziano, Ph.D.

  Professor
  Florida International University
  Miami, Florida, United States
• LH

  Laura Henry, M.A. (she/her/hers)

  Predoctoral Fellow
  University of California San Francisco
  Emeryville, California, United States

Executive functions (EF) are cognitive processes that enable individuals to regulate behavior and emotions. Demands for EF increase markedly during childhood, and by mid to late elementary school many students demonstrate EF deficits that contribute to school problems. Deficits in EF are common in students with attention-deficit/hyperactivity disorder, although they also impact other students. Organization, time management, and planning (OTMP) skills are behavioral manifestations of EF that impact students’ school performance. Numerous interventions have been developed to improve student OTMP skills. These interventions are based in clinic and school settings and target students in upper elementary school through high school. There is strong evidence to support the effectiveness of interventions in reducing OTMP deficits.

Although the effectiveness of these interventions is now well established. Multiple interventions have been found to result in improvements in students’ OTMP skills. These effective programs are the Collaborative Life Skills (CLS) and Child Life and Attention Skills (CLAS) programs developed by Pfiffner and colleagues, the STAND intervention developed by Sibley and colleagues, and the school-based, Tier 2 Organizational Skills Training intervention (OST-T2) developed by Abikoff, Gallagher, Nissley-Tsiopinis and colleagues. Although each of these interventions has a large impact on OTMP skills, the interventions include multicomponent, parent-focused interventions (CLS, CLAS), a parent-teen collaboration intervention (STAND), and a child skills training intervention with parent and teacher involvement (OST-T2). Further, although these interventions are effective overall, there are substantial variations in outcome across children.

The purpose of this symposium is to identify factors that moderate and/or predict the effectiveness of interventions for OTMP skills deficits, including CLS/CLAS, STAND, and OST-T2. Each presentation will focus on a different intervention to address questions of what works, for whom, and under what conditions. The symposium is designed to generate hypotheses about how to improve responsiveness to interventions for children and adolescents with ADHD and/or EF deficits. The first presentation will focus on subgroup effects of the OST-T2 program based on socioeconomic status and child clinical status, particularly ADHD diagnosis and anxiety severity. The second presentation will focus on child processing and parental stress as moderators of response to treatment for multi-component interventions (CLS and CLAS). The third presentation will focus on the moderating effect of characteristics of the treatment provider (e.g., licensure) on long term outcomes associated with the STAND intervention.

Presentations:

• 2:30 PM – 4:00 PM EST

  (SYM 55) Organizational Skills Training for Upper Elementary Students: Heterogeneity of Treatment Effect
  

  Speaker: Jenelle Nissley-Tsiopinis, Ph.D. (she/her/hers) – Children's Hospital of Philadelphia & Perlman School of Medicine at the University of Pennsylvania

  Co-author: Jennifer A. Mautone, Ph.D. (she/her/hers) – Children’s Hospital of Philadelphia

  Co-author: Howard Abikoff, PhD – Hassenfeld Children's Hospital at NYU Langone

  Co-author: Richard Gallagher, Ph.D. (he/him/his) – New York University School of Medicine

  Co-author: A. Russell Localio, PhD, JD (he/him/his) – Perelman School of Medicine at University of Pennsylvania

  Co-author: Thomas Power, ABPP, Ph.D. (he/him/his) – Children’s Hospital of Philadelphia
• 2:30 PM – 4:00 PM EST

  (SYM 55) Long-term Effectiveness of Parent-teen Psychotherapy for Adolescent ADHD: The Moderating Impact of Therapist Licensure Status
  

  Speaker: Paulo Graziano, Ph.D. – Florida International University

  Co-author: Margaret Sibley, Ph.D. (she/her/hers) – University of Washington School of Medicine

  Co-author: Stefany Coxe, Ph.D – FIU

  Co-author: Tim Page, Ph.D. – Nova Southeastern University

  Co-author: Leonard Bickman, Ph.D. – Florida International University

  Co-author: Pablo Martin, LCSW – Florida International University
• 2:30 PM – 4:00 PM EST

  (SYM 55) Predictors and Moderators of Treatment Response in Organizational Skills Across Two Integrated Home-school ADHD Intervention Studies
  

  Speaker: Laura N. Henry, M.A. (she/her/hers) – University of California San Francisco

  Co-author: Pevitr Bansal, M.S. – University of California San Francisco

  Co-author: Amanda Nili, MS – UCSF

  Co-author: Patricia Porter, BA – UC Berkeley

  Co-author: Stephen Hinshaw, Ph.D. – University of California, Berkeley

  Co-author: Keith McBurnett, PhD – University of California, San Francisco

  Co-author: Linda Pfiffner, Ph.D. – University of California San Francisco