Perceptions of Academic Performance, Impairment, and Mental Health in University Students With and Without ADHD.

Objective: This study aims to investigate the impact of positive illusory bias (PIB) on the relationship between ADHD symptoms and functioning in college students, with a focus on gender differences.

Method: The sample consisted of 195 college students, including 148 with ADHD and 47 without ADHD. Measures of ADHD symptomatology, life satisfaction, affect, gender identity, and impairment were collected, along with cumulative grade point average.

Longitudinal Factorial Invariance of a Brief Measure of Affect and Calm Focus.

Mindfulness-based practices for school-aged children are increasingly common in the United States. Positive and negative affect are theoretically and empirically associated with school outcomes, and these constructs are likely to be impacted by school-based mindfulness practices. Furthermore, mindful states, such as being calm and focused, targeted by mindfulness-based practices are a potential causal mechanism to improve learning and behavior.

Yoga Kernels: A Public Health Model for Developing and Disseminating Evidence-Based Yoga Practices.

Many people are drawn to yoga for its potential health benefits. With its rising popularity, yoga could become a widely used public health intervention, but its success depends on finding evidence-based yoga practices that are acceptable and feasible for a large segment of the population. Complexity and variability create barriers to the adoption and maintenance of yoga practices.

Pharmacological and psychosocial treatments for adolescents with ADHD: an updated systematic review of the literature.

Smith, Waschbusch, Willoughby, and Evans (2000) reviewed a small treatment literature on ADHD in adolescents and concluded that methylphenidate stimulant medication was a well-established treatment and behavior therapy (BT) demonstrated preliminary efficacy. This review extends and updates the findings of the prior one based on the previous 15years of research. Studies published since 1999 were identified and coded using standard criteria and effect sizes were calculated where appropriate.

Diagnostic and Demographic Differences Between Incarcerated and Nonincarcerated Youth (Ages 6-15) With ADHD in South Carolina.

Objective: Analyze diagnostic and demographic factors to identify predictors of delinquency resulting in incarceration within a group of children/adolescents diagnosed with ADHD.

Method: The study followed a cohort of 15,472 Medicaid covered children/adolescents with ADHD, ages 6 to 15 inclusive, between January 1, 2003, and December 31, 2006. The Diagnostic and Statistical Manual of Mental Disorders (4th ed.

Attributions and Perception of Methylphenidate Effects in Adolescents With ADHD.

Objective: Although a number of studies demonstrate that children with ADHD do not attribute their behavior to taking medication, it remains unstudied whether adolescents, who have a longer history of taking medication for ADHD, show performance attributions to medication.

Method: A sample of 46 adolescents completed daily attributions for success or failure as a part of their participation in a summer treatment program with a double-blind, placebo-controlled assessment of methylphenidate.

Results: Results demonstrated that adolescents with ADHD did not reliably discern active medication from placebo, rarely attributed their performance to the pill, and showed no differences in attributional style as a function of medication status.

Acute Effects of MPH on the Parent-Teen Interactions of Adolescents With ADHD.

This study explored the nature of interactions between adolescent males with ADHD and their mothers, and the effects of methylphenidate (MPH) on an analogue parent-teen interaction task. Twenty-five adolescent males with ADHD ( M = 13.6 years) and their mothers and 14 non-ADHD adolescent males ( M = 13.

The Effectiveness of Short- and Long-Acting Stimulant Medications for Adolescents With ADHD in a Naturalistic Secondary School Setting.

Objective: Stimulant medication is an efficacious and first-line approach to treating ADHD in adolescence. However, less is known about the effectiveness of this approach as a treatment in real-world settings. The complicated nature of the secondary school environment and documented adolescent nonadherence with stimulant medication may undermine the exportability of this approach.

Treatment response to an intensive summer treatment program for adolescents with ADHD.

Objective: There are presently almost no empirically validated treatments for adolescents with ADHD. However, in childhood, behavioral treatments for ADHD typically include behavioral parent training, classroom interventions, and intensive child-directed interventions.

Method: The present investigation examines treatment gains following an 8-week intensive summer day treatment program for adolescents with ADHD (STP-A).

Natural experiment in deviant peer exposure and youth recidivism.

Little empirical data exist addressing potential iatrogenic effects of placing youth in juvenile justice settings. We took advantage of a natural experiment in one state where juvenile offenders are evaluated in either residential settings characterized by high-density contact with delinquent youth or community settings with naturally varying contact with delinquent peers. Higher rates of subsequent recidivism were found among first-time offenders when evaluation occurred in residential (N = 1,255) as opposed to community settings (N = 752).

Illicit methylphenidate use: a review of prevalence, availability, pharmacology, and consequences.

Methylphenidate hydrochloride (MPH) is one of the most widely available prescription stimulants. In response to an increase in stimulant treatment for Attention-Deficit/Hyperactivity Disorder, the prescription and production rates of MPH have increased dramatically in the past two decades. Given that college students and adolescents might be attracted to MPH for its attention-focusing, weight loss, or euphoric effects, there is concern that the rise in therapeutic use of MPH might also coincide with a rise in illicit (non-medical) use.

Developing evidence-based interventions for deployment into school settings: A case example highlighting key issues of efficacy and effectiveness.

This paper describes the development of an after-school program for middle-school students that simultaneously addressed issues of efficacy and effectiveness in an effort to create an evidence-based intervention (EBI) that can be implemented in school settings. The topics highlighted in this case example are intended to address the growing concern that over-focusing on efficacy in well-controlled, grant-funded studies has resulted in a generation of EBI that are not acceptable, feasible, or sustainable in the majority of applied settings. Our case example focuses on six key issues highlighted in the published research literature: sustainability, recruitment, methodological design, flexibility, training, and meaningful outcomes.

A randomized study of four cards designed to prevent problems during college students' 21st birthday celebrations.

Objective: The purpose of this study was to examine the efficacy of sending cards designed to prevent alcohol-related problems during 21st birthday celebrations.

Method: College students were randomly assigned to receive cards with one of the following messages: (1) a neutral birthday greeting; (2) harm reduction information; (3) messages designed by the Be Responsible About Drinking (B.R.

Development of a school-wide behavior program in a public middle school: an illustration of deployment-focused intervention development, stage 1.

School-wide behavior management systems can improve academic performance and behavior in middle schools, and they should have positive effects on students with ADHD. Unfortunately, evidence-based, school-wide behavior management systems have not been widely adopted because of problems with feasibility, acceptability, and sustainability. The Deployment-Focused Model of Intervention Development and Testing has been proposed as a promising method of bridging the gap between research and practice settings.

The reliability, validity, and unique contributions of self-report by adolescents receiving treatment for attention-deficit/hyperactivity disorder.

Participants were 36 adolescents diagnosed with attention-deficit/hyperactivity disorder (ADHD) who completed a summer treatment program. Self-report measures included the IOWA Conners Inattention/Overactivity and Oppositional/Defiant subscales, peer and staff interaction ratings, and a daily guess if the placebo or methylphenidate was given during a double-blind medication trial. Self-reports were reliable, and some of the self-report measures distinguished between placebo and methylphenidate conditions.

Dosage effects of methylphenidate on the social behavior of adolescents diagnosed with attention-deficit hyperactivity disorder.

Research participants were 46 adolescents (mean age = 13.8 years) who completed an intensive summer treatment program including a placebo-controlled, double-blind, crossover trial of 3 doses of methylphenidate (MPH) totaling 25, 50, or 75 mg per day. Dependent measures focused on social behavior and included observed behavior frequencies and ratings completed by counselors and parents, including side effects.