Pelham, Wheeler, and Chronis (1998) reviewed the treatment literature on attention-deficit/hyperactivity disorder (ADHD) and concluded behavioral parent training (BPT) and behavioral classroom management (BCM) were well-established treatments for children with ADHD. This review updates and extends the finding of the prior review. Studies conducted since the 1998 review were identified and coded based on standard criteria, and effect sizes were calculated where appropriate. The review reinforces the conclusions of Pelham, Wheeler, and Chronis regarding BPT and BCM. Further, the review shows that intensive peer-focused behavioral interventions implemented in recreational settings (e.g., summer programs) are also well-established. The results of this update are discussed in the context of the existing treatment literature on ADHD. Implications for practice guidelines are suggested, as are directions for future research.

/pdf/evidence-based-psychosocial-treatments-for-attention-deficit-5cmsctd2sk.pdf

Evidence-Based Psychosocial Treatments for Attention-Deficit/Hyperactivity Disorder

A meta-analysis of behavioral treatments for attention-deficit/hyperactivity disorder.

Comorbidity as a predictor and moderator of treatment outcome in youth with anxiety, affective, attention deficit/hyperactivity disorder, and oppositional/conduct disorders

School based mental health services for children in poverty can capitalize on schools’ inherent capacity to support development and bridge home and neighborhood ecologies. We propose an ecological model informed by public health and organizational theories to refocus school based services in poor communities on the core function of schools to promote learning. We describe how coalescing mental health resources around school goals includes a focus on universal programming, mobilizing indigenous school and community resources, and supporting core teaching technologies. We suggest an iterative research–practice approach to program adaptation and implementation as a means toward advancing science and developing healthy children.

Enhancing schools' capacity to support children in poverty: an ecological model of school-based mental health services.

School-related difficulties are commonly associated with attention deficit hyperactivity disorder (ADHD). This article describes effective school-based intervention strategies including behavioral interventions, modifications to academic instruction, and home-school communication programs. One overlooked aspect of treatment of children with ADHD is the need to form partnerships among school professionals who can work collaboratively on interventions for children with ADHD. Approaches to developing effective collaboration between teachers and school psychologists are presented. Multiple treatment strategies implemented in a consistent fashion across school years can optimize the school success of students with ADHD.

ADHD in the Classroom: Effective Intervention Strategies

This article examines the effectiveness of an evidence-based behavioral treatment package for children with inattentive and disruptive behavior problems when delivered in the context of a school-based mental health program. Child symptomatology and functioning are assessed in a treatment group (n = 30) and a waitlist control group (n = 12) across multiple time points (fall, winter, and spring). Treatment includes a daily report card procedure, year-long teacher consultation, and parenting sessions. According to the parent report, treated children show marked reductions in hyperactive and impulsive, oppositional or defiant and aggressive behavior, and marked improvement in peer relationships. Teachers observe treatment-related group differences in inattention, academic functioning, and the student-teacher relationship. Feasibility and acceptability data have implications for transporting evidence-based treatments to community settings and for integrating mental health services into the culture of the school community.

School-Based Mental Health Programming for Children with Inattentive and Disruptive Behavior Problems: First-Year Treatment Outcome.

Residential treatment for adolescents with substance use disorders: An investigation of treatment outcomes and family variables

Federalism and the Constitution exist today because of the division of powers between the executive, legislative, and judicial branches of government, especially during the redistricting process of gerrymandering. Gerrymandering is the drawing of boundaries during legislative redistricting, approved by legislation every decade, and is designed not to interfere with discrimination protected under the 14th Amendment of the U.S. Constitution. The purpose of this literature review is to examine and evaluate the research question, does gerrymandering cause partisan polarization? This research study is divided into five sections: 1) An introduction to the topic of gerrymandering’s history and process; 2) Who draws the redistricting lines which become another independent variable (IV) in this study; 3) Methodologies that become the dependent variables (DVs); 4) Studies that support the IVs and DVs; and 5) A summary of research results that provide empirical evidence that gerrymandering causes political partisan polarization with a suggested resolution or hypothesis being: voting boundaries redrawn from the gerrymandering process by independent agencies or commissions reduce partisan polarization by political officials in the legislature to reduce bias. 

Gerrymandering Causes Partisan Polarization: A Need for a New Policy

The purpose of this case study, with a biblical perspective, was to analyze intergovernmental collaboration networking during disasters by evaluating six areas that require additional research: 1) An analysis of the strong federal direction of national goals or greater flexibility; 2) The analysis of the effects of federal management roles in emergency management positions; 3) A discussion of how states address major hazards without federal encouragement; 4) Analysis of advantages to developing local capabilities that reduce hazards; 5) Discussion on the likelihood of local officials addressing risks to life and property without outside funds or support with recommendations for the future. Effective communication during natural and man-made disasters reduces response time and when practiced with local community volunteers periodically develop collaboration and cooperation with private, public, and nonprofit organizations. Therefore, this study examines frameworks of local, state, and federal emergency management agencies and their inter-organizational communication patterns during times of uncertainty for the development of skills in interagency situations. 

/pdf/federal-state-local-collaboration-networks-in-disasters-case-1qtd6sby.pdf

Federal/State/Local Collaboration Networks in Disasters Case Study

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School-Based Mental Health Programming for Children with Inattentive and Disruptive Behavior Problems: First-Year Treatment Outcome.

Residential treatment for adolescents with substance use disorders: An investigation of treatment outcomes and family variables

Gerrymandering Causes Partisan Polarization: A Need for a New Policy

Federal/State/Local Collaboration Networks in Disasters Case Study