Disrupted waiting behavior in ADHD: exploring the impact of reward availability and predictive cues.

Altered motivational processing is purported to contribute to ADHD symptoms. A stronger preference for immediate over delayed reward is well documented in ADHD. However, little attention has been paid to children's capacity to withhold responding until a "better" reward becomes available, and their actions while waiting.

Shared Predictors of Academic Achievement in Children with ADHD: A Multi-Sample Study.

Objective: To identify common and shared predictors of academic achievement across samples of children with ADHD.

Method: Two clinically referred samples from New Zealand (1  = 88, 82% boys; 2  = 121, 79% boys) and two community samples from the United States (3  = 111, 65% boys; 4  = 114, 69% boys), completed similar diagnostic, cognitive and academic assessments. Hierarchical multiple regression analyses identified significant predictors of word reading, spelling, and math computation performance in each sample.

Effects of a universal classroom management teacher training program on elementary children with aggressive behaviors.

The purpose of this study was to examine the treatment effects of the Incredible Years Teacher Classroom Management (IY TCM), a universal classroom management intervention, on the outcomes of children with aggressive behavior in elementary school. Classroom management has been demonstrated as a factor in either escalating children's aggressive behavior or decreasing those problematic behaviors. Participants included 1,817 students (Grade K to 3) and 105 teachers from nine elementary schools in a large urban Midwestern school district.