Attention-Deficit/Hyperactivity Disorder (ADHD) is a persistent pattern of behaviours characterized by inattention, hyperactivity and impulsivity. This study evaluates the effects of a tailored Incredible Years Teacher Classroom Management (IYTCM) programme aimed to improve participating children's on-task behaviour in a group of 6 to 10 year old…

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disability characterized by symptoms of inattention, hyperactivity and impulsiveness, which may cause impairment in a variety of cognitive, social, behavioral, and emotional domains. Extensive research has been conducted to determine the best course of treatment for…

The present study examined the effectiveness of interpersonal group therapy designed to improve self-esteem and social functioning in college students with Attention-Deficit/Hyperactivity Disorder (ADHD). Participants with documented ADHD diagnoses completed self-report measures of self-esteem and social functioning at the initiation of the study,…

Objective: College students face a significant number of stressors, increasing risk for internalizing and externalizing psychopathology. The current study examines two promising avenues of intervention aimed to reduce stress and prevent psychopathology in this population: a coping skills group and a cognitive training program. Participants: 62…

Purpose: This randomized controlled trial compared the efficacy between the Social Enterprise Intervention (SEI) and Individual Placement and Support (IPS) with homeless youth with mental illness to assess their impact on nonvocational outcomes. Method: Seventy-two homeless youth were recruited from one agency and randomized to the SEI (n = 36) or…

This study investigates the impact of The Personal Strengths Program (PSP) on seven college students with learning disabilities and/or attention deficit hyperactivity disorder (LD/ADHD) using a multiple baseline design. Students with LD/ADHD experience increased challenges in school settings and decreased post-secondary outcomes when compared with…

The primary purpose of this quantitative synthesis of single-subject research was to investigate the relative effectiveness of function-based and non-function-based behavioral interventions for students diagnosed with attention-deficit/hyperactivity disorder. In addition, associations between various participant, assessment, and intervention…

The aim of this study was to evaluate the effectiveness of a computer-based executive function (EF) training in children with specific language impairment (SLI). Ten children with SLI, ages 8 to 12 years, completed a 25-session training of visuospatial working memory, inhibition and cognitive flexibility over a 6-week period. Treatment outcome was…

To evaluate the relative efficacy of two reading programs with and without adjunctive stimulant medication for children with attention-deficit/hyperactivity disorder and comorbid reading disorder (ADHD+RD). Sixty-five children (7-11 years in age) were assigned randomly to one of three intensive remedial academic programs (phonologically or…

The purpose of this study was to investigate the effectiveness of therapeutic programs, an executive function training program and a collaborative program, for students with attention-deficit/hyperactivity disorder (ADHD) with executive function deficits (EFDs), especially regarding working memory, planning, and monitoring. The participants were…

A social skills training (SST) for high-functioning children with autism spectrum disorders (ASD) was evaluated in an outpatient setting using a combined between- and within-subject design in which SST and a waiting list condition were compared. According to parents and teachers, the SST produced greater improvement of social skills than the…

The purpose of this study was to evaluate the degree with which Individualized Education Programs (IEPs) and 504 Plans prepared for middle school students with attention deficit/hyperactivity disorder (ADHD) conformed to best practices and included evidence-based services. Specifically, we examined the problem areas identified in the statement of…

The aim of the present study was to investigate and compare the effectiveness of family, child, and family-child based intervention on the rate of ADHD symptoms in third grade students. The population for this study was all of students with ADHD diagnoses in the city of Isfahan, Iran. The multistage random sampling method was used to select the 60…

Peer problems are common among children with emotional and behavioral disorders (EBD). However, the extent to which children's peer functioning varies across settings is unknown, as is the incremental power of peer functioning in different settings in predicting subsequent psychopathology. Participants were 57 children with…

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…