Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 0 |
Since 2015 (last 10 years) | 3 |
Since 2005 (last 20 years) | 8 |
Descriptor
Source
Journal of Attention Disorders | 2 |
Communique | 1 |
International Journal of… | 1 |
Journal of Consulting and… | 1 |
Psychology in the Schools | 1 |
School Psychology Review | 1 |
Theory Into Practice | 1 |
Author
Publication Type
Journal Articles | 8 |
Reports - Research | 4 |
Reports - Descriptive | 2 |
Reports - Evaluative | 2 |
Education Level
Elementary Education | 5 |
Grade 2 | 3 |
Grade 3 | 3 |
Grade 4 | 3 |
Early Childhood Education | 2 |
Elementary Secondary Education | 2 |
Grade 5 | 2 |
Grade 6 | 2 |
Middle Schools | 2 |
Primary Education | 2 |
Grade 7 | 1 |
More ▼ |
Audience
Counselors | 1 |
Location
Laws, Policies, & Programs
Americans with Disabilities… | 1 |
Individuals with Disabilities… | 1 |
Rehabilitation Act 1973… | 1 |
Assessments and Surveys
Behavior Assessment System… | 1 |
Intervention Rating Profile | 1 |
Wechsler Intelligence Scales… | 1 |
What Works Clearinghouse Rating
Booster, Genery D.; Mautone, Jennifer A.; Nissley-Tsiopinis, Jenelle; Van Dyke, Devin; Power, Thomas J. – School Psychology Review, 2016
Accumulating research has identified family behavioral interventions as an empirically supported psychosocial treatment for students with attention deficit hyperactivity disorder (ADHD). The mechanisms behind the effectiveness of these interventions, however, have been less well studied. The current study examined possible mediators of improvement…
Descriptors: Child Rearing, Parenting Styles, Family Programs, Intervention
Power, Thomas J.; Mautone, Jennifer A.; Soffer, Stephen L.; Clarke, Angela T.; Marshall, Stephen A.; Sharman, Jaclyn; Blum, Nathan J.; Glanzman, Marianne; Elia, Josephine; Jawad, Abbas F. – Journal of Consulting and Clinical Psychology, 2012
Objective: Accumulating evidence highlights the importance of using psychosocial approaches to intervention for children with attention-deficit/hyperactivity disorder (ADHD) that target the family and school, as well as the intersection of family and school. This study evaluated the effectiveness of a family-school intervention, Family-School…
Descriptors: Report Cards, Homework, Intervention, Attention Deficit Hyperactivity Disorder
DuPaul, George J.; Power, Thomas J.; Evans, Steven W.; Mautone, Jennifer A.; Owens, Julie Sarno – Communique, 2016
In July 2016, the U.S. Department of Education Office for Civil Rights (OCR) issued two documents to clarify and provide guidance on Federal obligations of school districts to students with attention deficit hyperactivity disorder (ADHD) under Section 504. This action was in response to numerous complaints (approximately 2,000 over 5 years)…
Descriptors: Attention Deficit Hyperactivity Disorder, Disabilities, Federal Legislation, Elementary Secondary Education
Mautone, Jennifer A.; Marcelle, Enitan; Tresco, Katy E.; Power, Thomas J. – Psychology in the Schools, 2015
Family involvement in education, including the quality of family-school communication, has been demonstrated repeatedly to have a substantial effect on child development and success in school; however, measures of this construct are limited. The purpose this study was to examine the factor structure and concurrent validity of the Quality of the…
Descriptors: Attention Deficit Hyperactivity Disorder, Parent Teacher Cooperation, Interpersonal Relationship, Family Involvement
Mautone, Jennifer A.; Lefler, Elizabeth K.; Power, Thomas J. – Theory Into Practice, 2011
Children with ADHD typically experience significant impairment at home and school, and their relationships with parents, teachers, and peers often are strained. Psychosocial interventions for ADHD generally focus on behavior change in one environment at a time (i.e., either home or school); however, unisystemic interventions generally are not…
Descriptors: Behavior Modification, Attention Deficit Hyperactivity Disorder, Behavior Change, Family Environment
Mautone, Jennifer A.; Marshall, Stephen A.; Costigan, Tracy E.; Clarke, Angela T.; Power, Thomas J. – Journal of Attention Disorders, 2012
Objective: Homework can have beneficial effects for students; however, it presents challenges, particularly for students with attention problems. Although effective homework interventions exist, intervention development and evaluation has been hampered by the lack of psychometrically sound measures. The primary purpose of this study was to…
Descriptors: Academic Achievement, Learning Disabilities, Homework, Construct Validity
Soffer, Stephen L.; Mautone, Jennifer A.; Power, Thomas J. – International Journal of Behavioral Consultation and Therapy, 2008
To date, the majority of research on Attention-Deficit/Hyperactivity Disorder (ADHD) has been completed with boys as the predominate participants in study samples. Over the past decade there has been increased attention focused on the characteristics and needs of girls with ADHD. Although much of the research comparing boys and girls with ADHD…
Descriptors: Females, Attention Deficit Hyperactivity Disorder, Gender Differences, Case Studies
Mautone, Jennifer A.; DuPaul, George J.; Jitendra, Asha K. – Journal of Attention Disorders, 2005
The present study examines the effects of computer-assisted instruction (CAI) on the mathematics performance and classroom behavior of three second-through fourth-grade students with ADHD. A controlled case study is used to evaluate the effects of the computer software on participants' mathematics performance and on-task behavior. Participants'…
Descriptors: Student Behavior, Mathematics Achievement, Computer Assisted Instruction, Attention Deficit Disorders