Florida International University

The purpose of this project is to conduct a comprehensive synthesis of studies that test mental health interventions in schools. At least 20% of school-aged students in the U.S. experience significant mental health challenges involving social, emotional, or behavioral problems. More of these students receive mental health interventions in schools than in mental health clinics, hospitals, or any other setting. Yet, most of the evidence on effects of these interventions comes from non-school s...

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...

In this study, researchers developed and tested school-based procedures to provide behavioral intervention for ninth grade students with attention deficit/hyperactivity disorder (ADHD) or similar symptoms that interfere with success in school. About 5 to 10 percent of high school students have ADHD or related symptoms that cause organization and time management problems that often lead to course failure and dropout. These academic problems can further compound risk for deviant behaviors such...

Research has highlighted the strong association between school readiness and successful school outcomes for children who are at risk for behavioral disorders. Children's early externalizing behavior problems, including aggression, defiance, inattention, hyperactivity, and impulsivity, have significant implications for children's school readiness and subsequent transitions into the early school years. In addition, children's self-regulation skills (ability to control behavior, attention, and ...

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...

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...