A5004004875- Attention Deficit Hyperactivity Disorder
- Child and Adolescent Psychosocial and Emotional Development
- Behavioral and Psychological Studies
- Children's Physical and Motor Development
- Autism Spectrum Disorder Research
- Early Childhood Education and Development
- Bullying, Victimization, and Aggression
- Family and Disability Support Research
- Educational and Psychological Assessments
- Youth Substance Use and School Attendance
- Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
- School Health and Nursing Education
- Education Discipline and Inequality
- Child Welfare and Adoption
- Parental Involvement in Education
- Neural and Behavioral Psychology Studies
- Community Health and Development
- Health Policy Implementation Science
- Cognitive and developmental aspects of mathematical skills
- Collaborative Teaching and Inclusion
- Teacher Education and Leadership Studies
- Adolescent and Pediatric Healthcare
- Maternal Mental Health During Pregnancy and Postpartum
- Child Development and Digital Technology
- Sleep and related disorders
Ohio University
2016-2025
University of Pittsburgh
1991-2024
Ipsen (France)
2022
Ipsen (United Kingdom)
2022
Ohio University Lancaster
2020
Florida State University
2017
James Madison University
2000-2009
University Hospitals of Cleveland
2006
Case Western Reserve University
1990-2006
University Hospital of Wales
1995
Attention-deficit/hyperactivity disorder (ADHD) is 1 of the most common neurobehavioral disorders childhood and can profoundly affect children's academic achievement, well-being, social interactions. The American Academy Pediatrics first published clinical recommendations for evaluation diagnosis pediatric ADHD in 2000; treatment followed 2001. guidelines were revised 2011 with an accompanying process care algorithm (PoCA) providing discrete manageable steps by which clinicians could fulfill...
Objective: The purpose of this study was to evaluate aspects emotion dysregulation (ED) that characterize young adolescents with ADHD, examine the effects subtype and comorbidity, determine extent which ED is related aggression rule-breaking social impairment. Method: We examined are most relevant ADHD in 180 (75% boys), as well whether differs across subtypes or comorbid oppositional defiant disorder (ODD) status. also association between aggression, rule-breaking, Results: Young adolescent...
Educational policies mandate the consideration of accommodations so that students with disabilities become proficient in objectives outlined by state academic content standards and demonstrate proficiency on high-stakes assessments. However, neither nor empirical research provide sufficient guidance for educators to effectively select implement accommodations. This study reviews effectiveness special education eligibility category emotional disturbance those diagnoses attention deficit...
This study compared 2 school-based training interventions for adolescents with attention deficit-hyperactivity disorder (ADHD): the Challenging Horizons Program-after school version (CHP-AS) and Program-mentoring (CHP-M) each other a community care (CC) condition.Participants were 326 students (sixth through eighth grade) diagnosed ADHD. Interventions conducted 1 academic year. CHP-AS occurred twice weekly included organization, social functioning, skills interventions. In CHP-M, paired...
Multiple psychosocial interventions are efficacious for children and adolescents with attention-deficit/hyperactivity disorder (ADHD) including behavioral parent training, classroom management, peer interventions, organization training programs. Unfortunately, there is a significant gap between research practice such that evidence-based treatments often not implemented in community school settings. Using life course model ADHD treatment implementation, we discuss future directions support...
Abstract Objective The Exercise Program in Cancer and Cognition Study was a randomized controlled trial designed to determine whether 6 months of moderate‐intensity aerobic exercise improves neurocognitive function women with breast cancer (BC) receiving endocrine therapy (ET). Methods Postmenopausal hormone receptor+, early‐stage BC, within two years post‐primary were the intervention (six months, ≥150 min exercise/week) or usual care control condition. Outcomes assessed at...
The effects of methylphenidate on the academic performance and classroom behavior 45 adolescents with attention deficit hyperactivity disorder were studied. During a 6-week, placebo-controlled medication assessment in context summer treatment program, participants received double-blind, crossover trial 3 doses methylphenidate. Dependent measures included note-taking quality, quiz worksheet scores, written language usage productivity, teacher ratings, on-task disruptive behavior, homework...
Ratings were collected on a rating scale comprised of the DSM-III-R diagnostic criteria for disruptive behavior disorders. Teacher ratings obtained 364 boys in special education classrooms elementary schools from around North America. Prevalence rates attention deficit-hyperactivity (ADHD), oppositional-defiant (ODD), and conduct disorder (CD) scales are reported by age. A factor analysis revealed four factors: one reflecting ODD several CD symptoms, which ADHD symptoms inattention loaded,...
School-based services are well suited for youth with chronic conditions who manifest much of their impairment in the school setting, such as attention deficit hyperactivity disorder (ADHD). A significant literature on programs at elementary level exists, but little has been developed and tested secondary level. The current study is a 3-year treatment outcome school-based training consultation program middle ADHD. Social academic outcomes recipients were compared to that participants...