Direct behavior rating (DBR) has been described as a hybrid of systematic direct observation and behavior rating scales. Although single-item (DBR-SIS) and multi-item (DBR-MIS) methods have been advocated, the overwhelming majority of research attention has focused on DBR-SIS. This study employed generalizability theory to compare the…

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 children without ADHD (n = 53) and controls (n = 24). Parent and teacher ratings showed significantly lower academic performance and lower social functioning for children with ADHD…

Rating scales developed to measure child emotional and behavioral problems typically are so long as to make their use in progress monitoring impractical in typical school settings. This study examined two methods of selecting items from existing rating scales to create shorter instruments for use in assessing response to intervention. The…

The present study used generalizability theory to investigate the dependability of systematic observations of students' problem behavior and on-task behavior in classrooms. The Direct Observation Form (McConaughy & Achenbach, 2009) was used with a sample of 24, 6- to-11-year-old children attending 18 different elementary schools. The participants…

The purpose of this follow-up study was to evaluate the effectiveness of two consultation-based models to enhance the educational functioning of children with attention deficit hyperactivity disorder (ADHD) after 1 year of no treatment. Children (N = 167) meeting "Diagnostic Statistical Manual" (4th ed., text revision; 2000) criteria for attention…

The purpose of this study was to link consultant and teacher verbal interaction patterns to consultation outcomes. Participants were 4 consultants, 20 teachers, and 20 elementary school students with attention deficit hyperactivity disorder. Audiotaped Problem Analysis Interviews (PAIs) from Project PASS (Promoting Academic Success in Students)…

Consultation has been shown to be an effective means to deliver school-based psychological services. The purpose of this study was to link patterns of consultant and teacher verbal interactions to consultation outcomes. Relational communication (Rogers & Escudero, 2004) was the research perspective taken, and the source of the consultation…

Recent research suggests that symptoms of attention deficit hyperactivity disorder may begin to emerge in children at a very young age. Given that early onset is associated with more deleterious outcomes, early intervention is imperative. In the current study, we evaluated the effectiveness of two different interventions with children aged 3-5…

This study evaluated the effectiveness of two consultation-based models for designing academic interventions to enhance the educational functioning of children with attention deficit hyperactivity disorder. Children (N = 167) meeting "Diagnostic and Statistical Manual" (4th ed.--text revision; American Psychiatric Association, 2000) criteria for…

The current study examined the influence of symptoms of attention deficit hyperactivity disorder (ADHD) on student academic achievement in reading and in mathematics in a sample of 146 first- through fourth-grade students, 103 of which were identified as having ADHD and academic problems in reading and/or math. A theoretical model was examined…

Few studies have comprehensively examined possible gender differences in the school functioning of children with attention deficit hyperactivity disorder (ADHD). This study investigated differences in academic, social, and emotional and behavioral functioning between 133 male and 42 female elementary school students who met research diagnostic…

A variety of coding schemes are available for direct observational assessment of student classroom behavior. These instruments have been used for a number of assessment tasks including screening children in need of further evaluation for emotional and behavior problems, diagnostic assessment of emotional and behavior problems, assessment of…

Two key characteristics of Attention-Deficit/Hyperactivity Disorder (ADHD), problems with attention and behavioral control, represent the most common reasons for school referrals (Barkley & Edwards, 1998). This makes it essential for school psychologists to acquire the knowledge and skills necessary to conduct a comprehensive assessment of ADHD…

A theoretical model is proposed of the relationships between specific academic enablers (motivation, interpersonal skills, engagement, and study skills) and academic achievement. The results of these modeling analyses indicate that prior achievement and interpersonal skills influence motivation, which in turn influences study skills and engagement…