Organizational-skills interventions in the treatment of ADHD
Abstract
Children with attention-deficit/hyperactivity disorder (ADHD) often experience problems with temporal and materials organization. These difficulties remain prominent throughout development. For children, organizational problems are most apparent in the school setting and result in impairments such as lost and forgotten homework assignments and inadequate planning for tests. Temporal aspects of organization tend to be most salient for adults with ADHD and manifest as procrastination and missed appointments and deadlines. Skills and strategy training interventions have been developed to address the organizational problems of children and adults with ADHD. Patients are taught systems for managing their time and materials more effectively. Contingency management is often used in conjunction with organizational skills training to promote the use of organizational skills and their generalization. Organizational skills interventions have been evaluated as standalone interventions and part of multicomponent interventions for children, adolescents and adults with ADHD. These interventions are associated with significant improvements in the organization of materials, homework management, time management and planning. There is also some evidence to suggest that organizational improvements lead to reductions in ADHD symptoms and gains in academic functioning. Additional research using randomized controlled research designs and long-term follow-up evaluation is necessary before organizational interventions may be considered established evidence-based interventions for patients with ADHD.
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Behavioral interventions developed to improve functional outcomes are effective but often time-consuming, costly, and not easily accessible to all children who might benefit.
“Behavioral interventions developed to improve these children’s functional outcomes, although effective [7,14,16], are often time-consuming, costly, and not easily accessible to all children who might benefit from them [17-19].”
Improvement and promotion of time management skills is directly connected, in most cases, to improvement in school performance.
“The improvement and promotion of these skills is directly connected, in most cases, to an improvement in school performance [17].”
From Adaptive Tele-Therapies Based on Serious Games for Health for People with Time-Management and Organisational Problems: Preliminary Results (2014) · cites this paper as [17]
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- Authors
- Langberg, J. M., Epstein, J. N., & Graham, A. J.
- Affiliations
- Cincinnati Children's Hospital Medical Center (US)
- Venue
- Expert Review of Neurotherapeutics
- Publisher
- Informa UK Limited
- Published
- 2008-10
- Volume
- 8
- Issue
- 10
- Pages
- 1549-1561
- ISSN
- 1473-7175 (ISSN-L)
- 1744-8360
- OpenAlex
- W2045879706
- Cited by
- 81
- References
- 45
- Citations by year
- 2026: 5 · 2025: 4 · 2024: 5 · 2023: 5 · 2022: 6 · 2021: 7 · 2020: 5 · 2019: 6 · 2018: 3 · 2017: 6 · 2016: 4 · 2015: 1 · 2014: 3 · 2013: 5 · 2012: 7
- FWCI
- 2.11
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Expert Review of Neurotherapeutics (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- attention deficit hyperactivity disorder, time management, homework management, procrastination, contingency management, academic functioning, evidence-based interventions
- MeSH terms
- Adaptation, Psychological, Attention Deficit Disorder with Hyperactivity, Child, Female, Humans, Male, Cognitive Behavioral Therapy
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