Organizational Skills Training

# Brain plasticity underlying acquisition of new organizational skills in children

## Overview of the dataset
This dataset includes fMRI data from a single-to-double-arm, open-to-randomized clinical trial aimed to investigate the effects of Organizational Skills Training (OST) on brain connectivity. The study was carried out between October 2017 to February 2023 and was registered in ClinicalTrials.gov ([NCT03148782](https://clinicaltrials.gov/study/NCT03148782?cond=NCT03148782&rank=1) and [NCT04108273](https://clinicaltrials.gov/study/NCT04108273?cond=NCT04108273&rank=1)). The project was supported by NIH grants R61MH113663 and R33MH113663.

Participants underwent scans twice: once at baseline (“ses-pre”) and again within two weeks post-intervention (or 10 to 12 weeks after baseline for the control group; “ses-post”). In the first phase of the study (open, single-arm) 30 participants (subjects 678101 to 678158) provided complete datasets for at least one of the resting-state conditions. In the second phase (randomized, waitlist-controlled) 54 participants (subjects 678301 to 678516) provided complete datasets for at least one of the resting-state conditions. For the second phase, block randomization was performed, stratifying for sex assigned at birth and stimulant treatment status.

## Image acquisition
Within a week prior to the MRI session, participants were familiarized with the scanner environment and practiced keeping still in a mock scanner to reduce motion artifacts during the actual scanning session. MRI data acquisition was performed with a Siemens 3-Tesla Prisma scanner with XR Gradients equipped with a 32-channel Siemens head coil.

Functional images were collected using T2*-weighted echo planar pulse sequence imaging depicting BOLD signal (TE = 30 ms, TR = 800 ms, flip angle = 55°, spatial resolution 2.4 x 2.4 x 2.4 mm isotropic voxels, transversal orientation, slice thickness = 2.4 mm, 66 slices fully covering the cerebral cortex and the cerebellum, 525 volumes, acquisition time = 7 min). For anatomical reference a high-resolution isotropic Magnetization Prepared Rapid Gradient Echo with Prospective Motion Correction sequence, following the ABCD study neuroimaging protocol, was acquired (TE = 2.24 ms, TR = 2400 ms, flip angle = 8°, sagittal orientation, spatial resolution 0.8 x 0.8 x 0.8 mm isotropic voxels, slice thickness = 0.8 mm).

## Resting-state conditions
Participants were scanned under three conditions:

- Fix (“task-fix”; resting-state): participants were asked to hold still and fixate their gaze on a centrally located cross.
- Films (“task-films”): participants were asked to hold still and watch clips from cartoon movies.
- Inscapes (“task-inscapes”): participants were asked to hold still and watch a 7-minute computer-generated animation depicting a non-verbal, non-social and non-narrative arc (https://www.headspacestudios.org/inscapes).

## Measures
Participants were evaluated before and after the intervention with the Children’s Organizational Skills Scale-Parent (COSS-P) and Child (COSS-C) versions, for which we provide the total score and its three subscales (Planning, Organizes Actions, and Memory and Material Management). Additionally, we include baseline measures of IQ (Wechsler Abbreviated Scale of Intelligence, 2nd Edition), language comprehension (Formulated Sentences and Understanding Spoken Paragraphs from the Clinical Evaluation of Language Fundamentals, 5th Edition) and clinical diagnoses.

## Outstanding issues with fieldmaps (fmaps)
Due to lack of resources, we are unable to provide fmaps for several functional runs. Researchers intending to use fmap correction are advised caution and directed to the NDA deposit of this dataset for accurate files (https://nda.nih.gov/edit_collection.html?id=2809).

## Participants
Included were children with deficient organizational skills (defined as having COSS-P total score ≥ 1 SD [T-score ≥ 60] above age and sex-based norms, along with confirmation of associated impairment on COSS impairment items) in the context of neurodevelopmental disorders such as ADHD, ASD, social (pragmatic) communication disorder, developmental coordination disorder or specific learning disorders. Participants were 8–12 years of age and attended elementary school grades 3–5. Additionally, participants had estimated IQ ≥ 85 on the Wechsler Abbreviated Scale of Intelligence, 2nd Edition and Paragraph Comprehension and Core standard scores ≥ 80 on the Comprehensive Assessment of Spoken Language, 2nd Edition. We prioritized enrollment of female participants, with a goal of obtaining at least 30% females. No restriction on handedness was imposed. For participants receiving psychostimulant medication, a stable dose for at least one month before study entry was required.

Participants were excluded if they had recent (past 6 months) or current history of neuroleptic treatment or current treatment with other psychotropic medications; history of medical illness requiring chronic treatment; history of intrathecal chemotherapy or focal cranial irradiation; premature birth (< 32 weeks estimated gestational age) or birth weight < 1500 g; history of leukomalacia or static encephalopathy; intracerebral hemorrhage beyond grade 2; other specific or focal neurological or metabolic disorders (including epilepsy, except for resolved febrile seizures); history of traumatic brain injury; or contraindication for MRI scanning (e.g., metal implants, pacemakers, metal foreign bodies or pregnancy).

## Intervention
OST is a targeted behavioral intervention designed to improve organizational deficits, focusing on domains known to impact academic performance adversely (i.e., tracking assignments, managing materials and time and planning tasks) ([Abikoff et al., 2013](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3549033/)). The intervention encompasses multifaceted components, including parent training, teaching the children new tools and routines to improve their organization skills and active engagement of teachers.

**Contact:** F. Xavier Castellanos ([e-mail])