William Pelham

The purpose of this study it to examine the efficacy of language, behavior, or a combination of language and behavioral interventions for students classified as English language learners (ELLs) who are also at-risk for ADHD. Although there is substantial support for language development and reading interventions to aid young children in the acquisition of language skills, there is a significant lack of research addressing interventions for ELLs with disabilities of any type, particularly for...

The purpose of this project is to test the efficacy of using a Daily Report Card (DRC) intervention as an enhancement to the individualized education program (IEP) for students with attention-deficit hyperactivity disorder (ADHD). Children with ADHD are at risk for negative academic and social outcomes due to difficulties with attention, impulse control, and activity modulation. Because of these problems, effective interventions aimed at improving academic performance and social/behavioral o...

The purpose of this project is to investigate the efficacy of adaptive, evidence-based classroom interventions (i.e., Tier 1 and Tier 2 interventions delivered through a Response to Intervention (RTI) framework) for children with attention-deficit/hyperactivity disorder (ADHD). The research team will experimentally evaluate the efficacy of well-developed and evidence-based behavioral interventions within a problem-solving framework such as RTI. The findings from this project will significant...

The research team planned to conduct a comprehensive meta-analysis of school-based intervention treatment studies to understand which intervention practices are associated with positive outcomes for students with ADHD. Attention-deficit/hyperactivity disorder (ADHD) is a chronic disorder that results in considerable social, occupational, and academic problems for youth and their families. Unfortunately, there has been considerable disagreement among professionals regarding the best intervent...

This project adapts and tests the Coaching Our Acting Out Children: Heightening Essential Skills (COACHES) program for implementation in schools. This is a clinic-based program to help fathers of children with or at risk for attention-deficit/hyperactivity disorder (ADHD) get more involved and engaged in their child's school performance. Research indicates that parent training focused on child behavior can help children with ADHD, yet little is known about how programming specifically design...

Adolescents with Attention Deficit/Hyperactivity Disorder (ADHD) are at high risk for academic failure and school dropout. Middle and high school students with ADHD experience substantially more academic impairment than their peers, with an estimated one-third of students with ADHD ultimately dropping out of high school. Core symptoms of ADHD include disorganization and inattention, which make learning and retaining academic information difficult. Research has shown that students with ADHD h...