1. Teaching and Supporting Children's Use of Organization, Time Management, and Planning Skills Stephen J. Molitor, M.S. Virginia Commonwealth University Promoting Adolescent School Success (PASS) Research Group

2. Why Teach OTMP Skills?
Necessary for a child to be successful in the school (and life), but not always explicitly taught
May use skills inefficiently
May be getting by without using these skills now
Likely will not be able to in high school or college
Research shows link between use of these skills and school grades
Learning these skills earlier in life can even predict future success later in life
Reason: Even a small homework assignment takes more organization and planning than many students (and parents) think
Middle school presents unique, first-time challenges
Move to multiple classrooms/teachers
Increased academic demands (e.g., more long-term projects and tests)
Increased independence/autonomy

4. Ways Parents Can Help Adolescents Develop Organization Skills
Set specific expectations and goals that help your child understand what needs to be done to become “organized”
Monitor your child to help them make progress towards those goals
Reinforce your child’s use of good organizational skills so they are more likely to use them

5. Establishing Expectations
The overall expectation is to help your child become “organized”
But what does that look like?
Where should they store school supplies, textbooks, and homework?
How should they document due dates for assignments?
When should they start studying for an upcoming test?
Take out the guesswork!
Often, broad goals are based upon the final product (an organized life)
Setting specific expectations helps your child know exactly what to do to reach the final product

6. Example Expectations for Organization
Overall expectation: Keep track of all school materials
Specific expectations: Identify where supplies should be kept
All pencils/pens/erasers will be in pencil bag
All papers will be in a folder that is designated for specific subject
Homework to be completed/turned in will be kept in a special homework folder
No loose pencils or papers will be kept in backpack
Overall expectation: Know what homework is assigned each day
Specific expectations: Define what system should be used to track homework
Homework assignments and due dates will be written in a planner
If no homework is assigned, then write “no homework”
Upcoming test/exam dates will be written in the planner once test is announced
Specific content covered on test/exam will be written in planner

7. Monitoring Progress
Setting expectations is a great starting point, but need to monitor follow-through
Need to establish specific plan about when and how these expectations will be checked
Things to consider
How often: Check daily? Weekly?
What time: After dinner? After homework is done?
Who initiates: Will parent ask the student to bring them backpack or planner?
Establishing a document/checklist makes the monitoring progress easier
Can base checklist on established expectations
Reduces likelihood of arguments about whether expectation was met

8. Example Organization Checklist
Expectation
Mon (Yes/No)
Tue (Yes/No)
Wed (Yes/No)
Thurs (Yes/No)
Fri (Yes/No)
No loose pencils or papers in backpack
Homework to be turned in found in HW folder
Homework for each subject recorded in planner
Johnny will bring backpack, planner, and checklist to Mom or Dad at 7 pm each evening
Checklist Tips:
Post the checklist in a highly visible area (e.g., fridge, bulletin board)
Get the expectations into a yes/no format
Include the plan for when monitoring will occur
Keep track of progress over time – it can be motivating for your child to see that they’re making progress

9. Reinforcing the Use of Skills
Engaging in organizational behaviors is rarely reinforcing/fun in the short-term
It takes a long time to see the benefits of the behaviors
Lots of immediate reinforcement for not engaging in these behaviors (e.g., getting to watch tv, hang out with friends)
Parents can establish a reward system that helps provide some immediate reinforcement
Usually relies on a point system that sets a specific point value for each behavior
Points are linked to a menu of rewards
Reward systems can provide immediate and frequent reinforcement when used in conjunction with monitoring

10. A Crash Course on Reward Systems
Balance short-term and long-term rewards
Daily rewards are much more effective than weekly/monthly rewards
When creating point system, make sure your child can have the possibility to earn a reward every day
Have a reward system that is feasible for you and meaningful for your child
Rewards must be delivered consistently (100%)
Rewards must outweigh natural rewards for not engaging in organization behaviors
Rewards do not have to be material items or money
May use current privileges (TV, video game, or computer time)
May use special choices (Decide what is for dinner/dessert)
May use special activities (movie night, outing with parent, reduction in chores)
The organizational reward system should only be affected by organizational behaviors
Don’t withhold rewards or points because of problems/difficulties related to other behaviors

11. Example Reward Menu 20 extra minutes of video game time 2
Point Value
20 extra minutes of video game time 2
20 extra minutes of T.V. time
Go to bed 20 minutes later
Rent and watch a movie 8
Money to go to movies with friends
Pick place for family dinner out 12
Go bowling with dad

12. Final Considerations Include your child in the process
Getting buy-in can help increase likelihood of success
Helps encourage sense of autonomy
Make sure your child has lots of opportunities for early success
Early struggles will hurt motivation to keep trying
Taking time to simply establish a baseline can go a long way to setting realistic expectations
Can always alter expectations as skills improve
Be careful about trying to fix too many things at once
Pick 2-4 behaviors that are most problematic to start
Can always add behaviors as skills improve
Be ready to do the work!
Consistently monitoring and reinforcing your child’s behavior is key to success
Eventually, the monitoring/reward system won’t be necessary

13. Interested in How Sleep Effects Your Adolescent?
Current study opportunity for all interested families of 8th grade students
Longitudinal study, beginning with a family visit to VCU
Families receive a free mental well-being and academic achievement evaluation for their child
Participants are compensated $75 for first visit and receive further compensation for follow-up visits
Please call or see me after presentation if interested