Investigating teacher and student effects of the Incredible Years Classroom Management Program in early elementary school.

The present paper reports on the results of a cluster randomized trial of the Incredible Years® Teacher Classroom Management Program (IY-TCM) and its effects on early elementary teachers' management strategies, classroom climate, and students' emotion regulation, attention, and academic competence. IY-TCM was implemented in 11 rural and semi-rural schools with K-2 teachers and a diverse student sample. Outcomes were compared for 45 teachers who participated in five full day training workshops and brief classroom consultation and 46 control teachers; these 91 teachers had a total of 1192 students.

Attention-Deficit/Hyperactivity Disorder (ADHD): Interaction between socioeconomic status and parental history of ADHD determines prevalence.

Background: Many studies have reported a higher prevalence of Attention-Deficit/Hyperactivity Disorder (ADHD) among disadvantaged populations, but few have considered how parental history of ADHD might modify that relationship. We evaluated whether the prevalence of ADHD varies by socioeconomic status (SES) and parental history of ADHD in a population-sample of elementary school children age 6-14 years.

Methods: We screened all children in grades 1-5 in 17 schools in one North Carolina (U.

Racial/ethnic differences in parent-reported barriers to accessing children's health services.

The goals of this study were to identify whether barriers that parents perceived to using health care differed by service type (medical vs. mental health care) and whether there were racial/ethnic differences in barriers. Participants were a community sample of 275 parents (34.

The Prevalence of ADHD in a Population-Based Sample.

Objective: Few studies of ADHD prevalence have used population-based samples, multiple informants, and Diagnostic and Statistical Manual of Mental Disorders (4th ed.; DSM-IV) criteria. Moreover, children who are asymptomatic while receiving ADHD medication often have been misclassified.

Attention Problems and Academic Achievement: Do Persistent and Earlier-Emerging Problems Have More Adverse Long-Term Effects?

Objective: This study examined whether the negative association between children's attention difficulties and their academic functioning is largely confined to children whose attention problems persist across early grades and whether it depends on when attention problems emerge in children's schooling.

Method: Children from the normative sample of the Fast Track study were classified into four attention problem groups based on the presence versus absence of attention problems in first and second grade.

Results: Those with attention problems in both grades showed a decline in reading and math achievement during the K-5 interval relative to children with attention problems in first grade only.

Stimulant prescription cautions: addressing misuse, diversion and malingering.

As prescriptions for stimulant medication to treat ADHD have increased, so have concerns about the nonmedical use and diversion of stimulant medication, especially among college students. There is also growing concern about young adults feigning ADHD in order to receive a prescription for stimulant medication. This paper summarizes recent research on the nonmedical use and diversion of stimulant medication with a focus on the prevalence of these behaviors, motivations for nonmedical use, factors associated with nonmedical use, and the consequences of such use.

What do we really know about ADHD in college students?

Research on ADHD in college students began in the 1990s and has been steadily increasing in recent years. Because young adults with ADHD who attend college have experienced greater academic success during high school than many peers with the disorder, which is likely to be associated with better overall functioning, the degree to which they experience similar patterns of adjustment difficulties was not initially known. Accumulating research suggests that college students with ADHD experience less academic success and greater psychological and emotional difficulties than other students and use alcohol and drugs at higher rates.

Teacher management practices for first graders with attention problems.

Objective: To examine whether teacher reports of accommodations and interventions for inattentive first graders are consistent with best practice guidelines.

Method: A total of 36 teachers completed the Teacher Management Questionnaire (TMQ) for 92 students in five predominantly low-income, minority schools. The TMQ is a newly developed measure designed to assess the frequency with which teachers implement a variety of accommodations and interventions with individual students.

Instability in teacher ratings of children's inattentive symptoms: implications for the assessment of ADHD.

Objective: To examine the cross-grade stability of clinically elevated teacher ratings of inattentive symptoms in 3 samples of elementary schoolchildren.

Participants And Methods: Samples 1 and 2 included 27 first graders and 24 fourth graders, respectively, identified based on clinically elevated teacher ratings of inattentive symptoms. The third sample included 28 children in grades 1 to 4 from the Multimodal Treatment Study of attention-deficit hyperactivity disorder (Multimodal Treatment Study of Children with attention-deficit hyperactivity disorder Study) with a confirmed attention-deficit hyperactivity disorder diagnosis.

A randomized trial of two promising computer-based interventions for students with attention difficulties.

Few studies have examined whether attention can be improved with training, even though attention difficulties adversely affect academic achievement. The present study was a randomized-controlled trial evaluating the impact of Computerized Attention Training (CAT) and Computer Assisted Instruction (CAI) on attention and academic performance in 77 inattentive first graders. Students receiving either intervention were more likely than controls to show a moderate decline in teacher rated attention problems in first grade.

Self-reported ADHD and adjustment in college: cross-sectional and longitudinal findings.

Objective: To examine the association between self-reported ADHD and college adjustment.

Participants: Study 1 included nearly 3400 undergraduates attending a public and private university. Study 2 included 846 students who participated during freshman and sophomore year.

Predictors of nonmedical ADHD medication use by college students.

Objective: To identify the predictors of nonmedical ADHD medication use by college students.

Participants: A total of 843 undergraduates attending one public or one private university in southeastern United States.

Method: Students completed a Web-based survey inquiring about ADHD medication use during the first semester freshman of their year and a second time during the second semester of their sophomore year.

The misuse and diversion of prescribed ADHD medications by college students.

Objective: This study assesses the misuse and diversion of prescribed attention-deficit/hyperactivity disorder (ADHD) medications.

Method: One hundred fifteen students, attending two universities, with prescriptions for ADHD medications completed a Web survey in spring 2007.

Results: Eighty-nine of 115 students (69%) used their ADHD medications as prescribed, whereas 36 (31%) had misused during college by taking larger or more frequent doses than prescribed or by using someone else's medication.

Motives and perceived consequences of nonmedical ADHD medication use by college students: are students treating themselves for attention problems?

Objective: This study examines why college students without a prescription take ADHD medication, what they perceive the consequences of this to be, and whether attention problems are associated with this behavior.

Method: More than 3,400 undergraduates attending one public and one private university in the southeastern United States completed a Web-based survey.

Results: Nonmedical ADHD medication use in the prior 6 months was reported by 5.

The shifting subtypes of ADHD: classification depends on how symptom reports are combined.

Research on the correlates of ADHD subtypes has yielded inconsistent findings, perhaps because the procedures used to define subtypes vary across studies. We examined this possibility by investigating whether the ADHD subtype distribution in a community sample was sensitive to different methods for combining informant data. We conducted a study to screen all children in grades 1-5 (N = 7847) in a North Carolina County for ADHD.

Improving attention-deficit/hyperactivity disorder treatment outcomes through use of a collaborative consultation treatment service by community-based pediatricians: a cluster randomized trial.

Objective: To test whether adoption of a collaborative consultative service model results in improved patient outcomes.

Design: Twelve pediatric practices were randomly assigned to receive access to collaborative consultative services or to a control group.

Setting: Community-based pediatric offices.

Adjustment to college in students with ADHD.

Objective: To examine college adjustment in students reporting an ADHD diagnosis and the effect of medication treatment on students' adjustment.

Method: 1,648 first-semester freshmen attending a public and a private university completed a Web-based survey to examine their adjustment to college.

Results: Compared with 200 randomly selected control students, 68 students with ADHD reported more academic concerns and depressive symptoms.

Returning to roots: on social information processing and moral development.

Social information processing theory has been posited as a description of how mental operations affect behavioral responding in social situations. Arsenio and Lemerise (this issue) proposed that consideration of concepts and methods from moral domain models could enhance this description. This paper agrees with their proposition, although it suggests that numerous additional concepts about the nature of latent mental structures (e.

The impact of tutoring on early reading achievement for children with and without attention problems.

This study examined whether the benefits of reading tutoring in first grade were moderated by children's level of attention problems. Participants were 581 children from the intervention and control samples of Fast Track, a longitudinal multisite investigation of the development and prevention of conduct problems. Standardized reading achievement measures were administered after kindergarten and 1st grade, and teacher ratings of attention problems were obtained during 1st grade.

Community-Based multiple family groups to prevent and reduce violent and aggressive behavior: the GREAT Families Program.

This paper describes the targeted intervention component of GREAT Schools and Families. The intervention-GREAT Families-is composed of 15 weekly multiple family group meetings (e.g.