Efficacy of Organizational Skills Training for Students With Emotional and Behavioral Disorders

Although many students with emotional and behavioral disorders (EBD) have organizational skills deficits (i.e., management of materials, time, and tasks), there is limited research on organizational skills interventions for these students. Organizational skills interventions are effective in improving materials organization, time management, and planning for students with attention‐deficit/hyperactivity disorder (ADHD); however, there is limited evidence that organizational skills interventions generalize to students with EBD. This study evaluated the efficacy of Organizational Skills Training (OST) for students with EBD within special education settings. Following adaptations to the intervention based on teacher input, a multiple baseline research design evaluated the efficacy of the adapted intervention in improving materials management skills for two middle school students. Single case analysis (i.e., visual analysis and Tau‐U) demonstrated improvements in materials management skills, and participants reported high acceptability. Results suggest it is worthwhile and effective to implement organizational skills interventions for students with EBD within special education settings.