Importance: Time management is crucial for managing daily activities but is difficult for many people with neurodevelopmental or mental disorders. Few sustainable interventions have addressed time management in daily life. Objective: To describe the experiences and meaning of attending the Swedish version of the Let’s Get Organized (LGO–S) group intervention. Design: Qualitative design with interviews 1 to 4 mo after the completed intervention. Setting: Outpatient psychiatric and adult habilitation clinics. Participants: Twelve adults with neurodevelopmental or mental disorders. Intervention: LGO–S, a manual-based group intervention that focuses on time-management skills. Outcomes and Measures: Semistructured interviews analyzed with qualitative content analysis. All authors took an active part in the analysis process; consensus was reached. Results: The overarching theme, “a roller-coaster process toward control over time in daily life,” describes the participants’ process during and after intervention. Four main categories describe the meaning of understanding why time management is difficult and how to use tools for improvement, a process of change that was facilitated by the learning environment. Participants described the process as a struggle to take control over time, but they noted that the positive changes in daily life made it worthwhile. Conclusions and Relevance: Participation had a positive impact on daily life. The opportunity for skills training with support over an extended period, a changed view on failure, and the group format appear to be important success factors. What This Article Adds: The LGO–S, with its structured training of time-management skills, contributes to occupational therapy practice with an intervention that clients experience as bringing meaningful and positive changes to daily life functioning.

Date Presented 04/19/21 People with impaired executive functioning often experience difficulties with managing time and organizing daily life. This study shows that improved time management skills and satisfaction with daily occupations after intervention with Let's Get Organized are maintained 1 year after intervention. Primary Author and Speaker: Maria Wingren Additional Authors and Speakers: Chih-Ying Li

Date Presented 04/19/21 The Let's Get Organized (LGO) group intervention is a promising tool for improving time management and organizational skills. The aim of this study was to describe the experiences and meaning of attending the LGO intervention. Participants described a roller-coaster process toward control in daily life where success and setback were mixed. Most participants experienced meaningful and positive changes in daily life, such as getting more things done and increased control and safety. Primary Author and Speaker: Kajsa Lidstroem Holmqvist Additional Authors and Speakers: Amy Abbott, Vanessa Jewell, Julia Shin, and Marion Russell

Date Presented 04/19/21 The Let's Get Organized Swedish Part 1 pilot study demonstrated feasibility for use in psychiatric and habilitation outpatient services. Participants engaged in a 10-week group module consisting of 1.5-hour sessions per week. Each session had a common structure but a separate theme. The goals were to use an appointment book and cognitive strategies for managing time. This study used OT standardized assessments to measure the intervention results, which were promising. Primary Author and Speaker: Suzanne Marie White Contributing Authors: Kerry Ramella, Jyothi Gupta

Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. Time management is a key OT intervention component. Valid and reliable instruments are essential for evaluating rehabilitation and OT interventions. The results of this study show that the Assessment of Time Management Skills has good measurement properties and consistent and replicable items and is useful in English-speaking countries. It can provide valid measures of time management skills, organization and planning skills, and regulation of emotion in a general population and presumably also a population with cognitive impairment. Primary Author and Speaker: Afsaneh Roshanai Contributing Authors: Gunnel Janeslätt, Suzanne Marie White, Kajsa Lidstroem Holmqvist, Marie Holmefur

Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. This study explored undergraduate students' transition to college from a holistic perspective of the person, environment, occupation, and performance. Results indicated resources to promote organization, time management, friendship and community development, and effective communication for engagement in occupation support a successful transition experience. OTs can aid students during the transition by facilitating communication management between the university and students. Primary Author and Speaker: Megan Nicole Hutson Additional Authors and Speakers: Kendall Horan Contributing Authors: Suzanne Holm

Objectives. After approximately two decades of occupational therapy in the schools, updated information is needed on performance of roles, functions, and tasks for educators to use in updating content in occupational therapy professional education. Method. A survey was sent to occupational therapists practicing in Michigan schools to gather information upon which curricular content decisions could be based. One hundred thirty-six therapists (59% of the population sampled) responded to the survey. Results. The following intervention areas were performed most by respondents in the sample and, therefore, are needed in educational programs: sensorimotor, object manipulation, perception, biomechanics, dressing, feeding, use of adaptive and assistive devices, content related to positioning, seating, and wheelchair use, and play and leisure skills. Conclusion. Neurophysiological approaches and assessment of students in schools were viewed by respondents as the most needed by current students in educational programs. Current needs of practitioners for continuing education focused on neurophysiological approaches; respondents reported that information about these approaches was also most needed when beginning to practice. More instruction in time management and techniques for dealing with large caseloads were noted to be important areas to address in the preparation of practitioners in schools.