Objective: To evaluate intervention characteristics and components within behavioral sleep interventions in school-aged children with ADHD and examine evidence related to effectiveness. Method: A systematic review was conducted using PsycINFO, Embase, MEDLINE, PubMed, and OpenGray. The subsequent meta-analysis used sleep outcomes to produce…

The present article used a pilot study to determine the effectiveness of digital cognitive mindfulness training developed based on dialectical behavioral therapy (DBT) in reducing attention deficit hyperactivity disorder (ADHD) symptoms in children. The sample consisted of 90 children (8-10 years old) diagnosed with ADHD. The participants were…

This study sought to investigate the effects of a self-monitoring (SM) with goal-setting (GS) intervention on students' disruptive behavior. A multiple baseline A-B-BC design was implemented across five elementary school-aged participants diagnosed with attention-deficit/hyperactivity disorder (ADHD) to examine the use of a behavioral intervention…

This systematic review and meta-analysis explores the effectiveness of teacher interventions supporting children with externalizing behaviors based on teacher and child outcomes. A systematic search was conducted using 5 electronic databases. From 5714 papers, 31 papers that included interventions delivered directly to teachers and aimed to…

Taking into account the complementary treatments used today, this study examines the impact of cognitive mindfulness therapy in persons with Attention Deficit Hyperactivity Disorder (ADHD). A systematic review was carried out following the PRISMA method, including a total of 34 experimental articles from scholarly journals indexed in Web of…

The daily report card (DRC) is a commonly used behavioral intervention in which teachers rate child performance on target goals and parents provide home rewards based on the child's performance. The current study investigated associations between child externalizing problems, empathy, and specific components of the DRC: (1) types of DRC goals that…

The current study examined the feasibility and initial efficacy of the Summer Treatment Program for Pre-kindergarteners (STP-PreK) with 37 preschoolers with autism spectrum disorder (ASD) and externalizing behavior problems (EBP). Parents and teachers reported on children's behavior, social/adaptive skills, and self-regulation. Children completed…

Social communication deficits present in some neurodevelopmental disorders, including autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD), create challenges in social, academic, and adaptive functioning throughout the lifespan. Since the number of people diagnosed with ASD with comorbid ADHD is rising, it is…

In the last decade, Child and Adolescent Mental Health Services (CAMHS) have observed an unprecedented rise in young children presenting with suicidal ideation, needing urgent assessment and treatment. Once stabilised, CAMHS professionals often refer these children to speech and language therapists (SLTs) for assessment of and support for their…

Objective: College students with attention deficit/hyperactivity disorder (ADHD) are at increased risk for numerous educational and psychosocial difficulties. This study reports findings from a large, multisite randomized controlled trial examining the efficacy of a treatment for this population, known as ACCESS -- Accessing Campus Connections and…

During a school day, children make several transitions between activities, which can take away from instructional time and result in challenging behaviors. This study investigates the impact positive engagement and behavioral supports have on children's behavior while transitioning. Participants (N = 40; 77.5% Male; 92.5% Hispanic) were enrolled…

Interventions for attention-deficit/hyperactivity disorder (ADHD) include positive behavior supports (e.g., parent training, school-based contingency management, behavioral peer interventions), training interventions (e.g., organizational skills training, social skills training, etc.), and other interventions (e.g., academic…

Community implementation of evidence-based practices (EBPs) for Attention Deficit/Hyperactivity Disorder (ADHD) is greatly lacking. A recent randomized community-based trial of an EBP for ADHD (Supporting Teens' Autonomy Daily; STAND) demonstrated suboptimal implementation and effectiveness outcomes. In the present study, we conducted an…

Students with attention deficit hyperactivity disorder (ADHD) experience symptoms of inattention, impulsivity, and hyperactivity that often manifest as academic impairment. As such, teachers must select interventions to increase the probability of success for students with ADHD in their classes. Prior meta-analyses have evaluated school-based…

Students with co-occurring reading difficulties and inattention tend to respond to reading interventions less favorably than those with reading difficulties without inattention. However, there is limited research on how to increase student engagement during reading instruction for these students. To support the engagement of students with…