A5017683422- Child and Adolescent Psychosocial and Emotional Development
- Attention Deficit Hyperactivity Disorder
- Behavioral and Psychological Studies
- Health Policy Implementation Science
- Community Health and Development
- Family and Disability Support Research
- Children's Physical and Motor Development
- Early Childhood Education and Development
- Autism Spectrum Disorder Research
- Interprofessional Education and Collaboration
- Infant Development and Preterm Care
- Parental Involvement in Education
- Functional Brain Connectivity Studies
- Attachment and Relationship Dynamics
- Evaluation and Performance Assessment
- Psychometric Methodologies and Testing
- Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
- Mobile Health and mHealth Applications
- Cognitive Functions and Memory
- Neural and Behavioral Psychology Studies
- Maternal Mental Health During Pregnancy and Postpartum
- Child and Adolescent Health
- Behavioral Health and Interventions
- Bipolar Disorder and Treatment
- Reading and Literacy Development
California University of Pennsylvania
1998-2025
University of Pennsylvania
2015-2024
Children's Hospital of Philadelphia
2014-2024
Philadelphia University
2000-2016
SUNY Upstate Medical University
2010
University of Vermont
2010
To study externalizing and internalizing comorbidity patterns in 6- to 12-year-old children with attention-deficit/hyperactivity disorder (ADHD) combined subtype (n = 27), ADHD inattentive 26), a normal control group 33).Children were assigned groups on the basis of results parent structured interview, which reflected DSM-IV diagnostic criteria, teacher ratings symptoms. Comorbid problems assessed via child interviews behavior ratings.Logistic regression analyses multivariate covariance...
Objective: Children with ADHD and comorbid disorders display poorer overall functioning compared children alone, though little research has examined the differential impact of externalizing versus internalizing comorbidities. Method: This study comorbidities on academic social 416 ADHD. Results: a disorder (with or without concomitant comorbidity) displayed skills than those alone. both an comorbidity exhibited greater homework problems their peers fewer two types comorbidity. In addition,...
This study was the first to investigate patterns of homework problems, as assessed by parent reports on Homework Problem Checklist (HPC), among children in general education and those referred an evaluation treatment program for attention-deficitihyperactivity disorder (ADHD). In Study I, parents students grades 3 through 6 (n = 675) completed HPC. An exploratory factor analysis revealed two salient factors: Inattention/Avoidance (Factor I), Poor Productivity/ Nonadherence with Rules II). 2,...
Schools have become the main provider of services to children with mental health needs. Although there is substantial literature on barriers implementation evidence-based practices (EBPs) in under-resourced school districts, less has been written how overcome those barriers. Providing setting presents a tremendous opportunity increase access quality care for underserved youth. This review provides brief overview successful and sustainment EBPs public schools recommendations overcoming them....
.This study examined academic and social impairments of 6- to 11-year-old children with attention deficit hyperactivity disorder (ADHD; n = 101) versus other referred without ADHD (n 53) controls 24). Parent teacher ratings showed significantly lower performance functioning for compared controls. Children scored than on standardized tests reading/language, mathematics, written language, mathematics. In multiple regression analyses, cognitive ability accounted the most variance in predicting...
Abstract Background Little is known about the effectiveness and cost-effectiveness of train-the-trainer implementation strategies in supporting mental health evidence-based practices schools, optimal level support needed for TT strategies. Methods The current study part a larger type 2 hybrid cluster randomized controlled trial. It compares two strategies, Train-the-Trainer (TT) plus ongoing consultation trainers (TT +) on delivery group cognitive behavioral treatment protocol anxiety...
Abstract Evaluated discriminant validity and clinical utility of selected subscales the Devereux Scales Mental Disorders (DSMD; Naglieri, LeBuffe, & Pfeiffer, 1994) Child Behavior Checklist (CBCL; Achenbach, 1991a) in 228 children referred to a clinic for evaluation treatment attention deficit hyperactivity disorder (ADHD). The DSMD is multiaxial behavior rating scale that measures symptomatology broad range child psychopathology as described Diagnostic Statistical Manual (3rd ed., rev....
Objectives. To identify systematic problems in coordinating care for inner-city minority youths with attention-deficit/hyperactivity disorder. Methods. We recruited participants from communities a single metropolitan area focus group study. held separate meetings pediatricians, mental health therapists, school staff, and parents (both black Latino). audiotaped transcribed the meetings. identified themes by consensus used root cause analysis as conceptual framework to guide our analysis....
.Although numerous studies have evaluated the effectiveness of multimodal psychosocial interventions for children with attention deficit hyperactivity disorder, these programs are limited in that there has not been an explicit focus on connection between family and school. This study was designed to develop pilot test a family–school intervention, Family-School Success—Early Elementary (FSS-EE), kindergarten first-grade students disorder. Key components FSS-EE were behavioral consultation,...
Abstract Public schools are a major provider of mental health services for children in the US. Mental and behavioral range from universal programming to individualized clinical supports address student needs. These delivered by various professionals including non-teaching teaching school personnel, school-employed clinicians, and/or contracted community partners. Provision requires complex coordination providers across disciplines, although few have training multidisciplinary collaboration...
Trained classroom observers used the Direct Observation Form (DOF; McConaughy & Achenbach, 2009) to rate observations of 163 6- 11-year-old children in their school classrooms. Participants were assigned four groups based on a parent diagnostic interview and teacher rating scales: Attention Deficit Hyperactivity Disorder (ADHD)-Combined type (n = 64); ADHD-Inattentive 22); clinically referred without ADHD 51); nonreferred control 26). The ADHD-Combined group scored significantly higher than...
This article presents outcome data of the implementation three group cognitive-behavioral therapy (GCBT) interventions for children with externalizing behavior problems, anxiety, and depression. School counselors graduate students co-led groups in two low-income urban schools. Data were analyzed to assess pre-treatment post-treatment changes diagnostic severity level. Results exploratory study indicated that all GCBT protocols effective at reducing level who had a primary diagnosis an...
Objective: To identify factors associated with discrepancy in parent-teacher reporting of symptoms ADHD. Method: Parents and teachers rated 1,364 children using an ADHD rating scale. Data were analyzed multiple regressions ANOVA. Results: Demographic variables predicted greater for ethnic minority families than Caucasian families. Comorbidity who had a comorbid externalizing disorder. Academic performance showed more homework problems. When all significant predictors entered together,...
Abstract This paper describes implementation (fidelity, perceived acceptability) and tier 1 Tier 2 outcomes of school‐wide positive behavior interventions supports approach including mental health at in two K‐8 urban schools. Interventions for consisted three manualized group cognitive behavioral therapy (GCBT) protocols externalizing problems, depression, anxiety. were implemented with fidelity but program feasibility was question because school personnel needed a great deal external...
This study tested the incremental validity of behavioral observations, over and above parent teacher reports, for assessing symptoms Attention Deficit/Hyperactivity Disorder (ADHD) in children ages 6 to 12, using Test Observation Form (TOF) Direct (DOF) from Achenbach System Empirically Based Assessment. The TOF Problems DOF Intrusive scales contributed significant unique variance, ratings, predicting ratings hyperactivity impulsivity categorical diagnoses ADHD-Combined type versus Non-ADHD...