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School Psychology Review Volume 41, 2012 - Issue 4
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Research into Practice

Development of a Family–School Intervention for Young Children With Attention Deficit Hyperactivity DisorderFootnote

Jennifer A. MautoneThe Children's Hospital of PhiladelphiaCorrespondence[email protected]
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,
Stephen A. MarshallThe Children's Hospital of PhiladelphiaView further author information
,
Jaclyn SharmanThe Children's Hospital of PhiladelphiaView further author information
,
Ricardo B. EiraldiThe Children's Hospital of Philadelphia/Perelman School of Medicine at the University of PennsylvaniaView further author information
,
Abbas F. JawadThe Children's Hospital of Philadelphia/Perelman School of Medicine at the University of PennsylvaniaView further author information
&
Thomas J. PowerThe Children's Hospital of Philadelphia/Perelman School of Medicine at the University of PennsylvaniaView further author information
Pages 447-466 | Received 09 May 2012, Accepted 02 Oct 2012, Published online: 27 Dec 2019

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Cyril Mawuli Honu-Mensah, Daniel Fobi & Beatrice Quansah. (2024) Developing an Understanding of Parent–Teacher Partnerships in Schools for the Deaf in Ghana. International Journal of Disability, Development and Education 71:2, pages 208-221.
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Tyler E. Smith, Shannon R. Holmes, Susan M. Sheridan, Jennifer M. Cooper, Bradley S. Bloomfield & June L. Preast. (2021) The Effects of Consultation-based Family-school Engagement on Student and Parent Outcomes: A Meta-analysis. Journal of Educational and Psychological Consultation 31:3, pages 278-306.
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P. O’Farrell & W. Kinsella. (2018) Research exploring parents’, teachers’ and educational psychologists’ perceptions of consultation in a changing Irish context. Educational Psychology in Practice 34:3, pages 315-328.
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Taina Gabriel & Moritz Börnert-Ringleb. (2023) The intersection of learning difficulties and behavior problems – a scoping review of intervention research. Frontiers in Education 8.
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Jenelle Nissley-Tsiopinis, Sébastien Normand, Jennifer A. Mautone, Jason M. Fogler, Marilyn Featherston & Thomas J. Power. (2023) Preparing Families for Evidence-Based Treatment of ADHD: Development of Bootcamp for ADHD. Cognitive and Behavioral Practice 30:3, pages 453-470.
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Rylee Oram & Maria Rogers. (2021) Inattentive Behavior and Homework Performance in Elementary School: the Mediating Effects of Academic Enablers. Contemporary School Psychology 26:4, pages 448-457.
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Tyler E. Smith, Shannon R. Holmes, Monica E. Romero & Susan M. Sheridan. (2022) Evaluating the Effects of Family–School Engagement Interventions on Parent–Teacher Relationships: A Meta-analysis. School Mental Health 14:2, pages 278-293.
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Dara E. Babinski & Margaret H. Sibley. (2021) Family‐based treatments for attention‐deficit/hyperactivity disorder: A review of family functioning outcomes in randomized controlled trials from 2010 to 2019. Journal of Marital and Family Therapy 48:1, pages 83-106.
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Aida Bikic, Søren Dalsgaard, Kristoffer Dalsgaard Olsen & Denis G. Sukhodolsky. (2021) Organizational skills training for children with ADHD: study protocol for a randomized, controlled trial. Trials 22:1.
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Roisin Carlotta Perry, Tamsin Jane Ford, Heather O’Mahen & Abigail Emma Russell. (2021) Prioritising Targets for School-Based ADHD Interventions: A Delphi Survey. School Mental Health 13:2, pages 235-249.
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Michelle Iznardo, Maria A. Rogers, Robert J. Volpe, Patrick R. Labelle & Philippe Robaey. (2017) The Effectiveness of Daily Behavior Report Cards for Children With ADHD: A Meta-Analysis. Journal of Attention Disorders 24:12, pages 1623-1636.
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Tyler E. Smith, Susan M. Sheridan, Elizabeth M. Kim, Sunyoung Park & S. Natasha Beretvas. (2019) The Effects of Family-School Partnership Interventions on Academic and Social-Emotional Functioning: a Meta-Analysis Exploring What Works for Whom. Educational Psychology Review 32:2, pages 511-544.
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Garrett J. Roberts, Gloria E. Miller, Gavin W. Watts, Dina K. Malala, Brigette E. Amidon & Phil Strain. (2020) Intensifying Reading Instruction for Students With Attention-Deficit/Hyperactivity Disorder: Practices to Support Classroom Instruction and Family–School Collaboration. Beyond Behavior 29:1, pages 42-51.
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Amy L. Reschly. 2020. Student Engagement. Student Engagement 91 108 .
Susan M. Sheridan, Tyler E. Smith, Elizabeth Moorman Kim, S. Natasha Beretvas & Sunyoung Park. (2019) A Meta-Analysis of Family-School Interventions and Children’s Social-Emotional Functioning: Moderators and Components of Efficacy. Review of Educational Research 89:2, pages 296-332.
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Adam P. Goode, Remy R. CoeytauxGary R. Maslow, Naomi DavisSherika HillBehrouz NamdariNancy M. Allen LaPointeDeanna BefusKathryn R. Lallinger, Samantha E. BowenAndrzej Kosinski, Amanda J. McBroom, Gillian D. Sanders & Alex R. Kemper. (2018) Nonpharmacologic Treatments for Attention-Deficit/Hyperactivity Disorder: A Systematic Review. Pediatrics 141:6.
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Gül Kahveci & Nergüz Bulut-Serin. (2017) Conjoint Behavioral Consultation, Cognitive Behavior Therapy and Schema-based Instruction: Enhancing Mathematical Resilience. EURASIA Journal of Mathematics, Science and Technology Education 13:8.
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Susan M. Sheridan, Amanda L. Witte, Shannon R. Holmes, ChaoRong Wu, Sonya A. Bhatia & Samantha R. Angell. (2017) The efficacy of conjoint behavioral consultation in the home setting: Outcomes and mechanisms in rural communities. Journal of School Psychology 62, pages 81-101.
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Susan M. Sheridan, Amanda L. Witte, Shannon R. Holmes, Michael J. Coutts, Amy L. Dent, Gina M. Kunz & ChaoRong Wu. (2017) A randomized trial examining the effects of Conjoint Behavioral Consultation in rural schools: Student outcomes and the mediating role of the teacher–parent relationship. Journal of School Psychology 61, pages 33-53.
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Aida Bikic, Brian Reichow, Spencer A. McCauley, Karim Ibrahim & Denis G. Sukhodolsky. (2017) Meta-analysis of organizational skills interventions for children and adolescents with Attention-Deficit/Hyperactivity Disorder. Clinical Psychology Review 52, pages 108-123.
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Jason F. Jent, Tasha M. Brown, Bridget C. Davidson, Laura Cruz & Allison Weinstein. 2017. Handbook of Childhood Psychopathology and Developmental Disabilities Treatment. Handbook of Childhood Psychopathology and Developmental Disabilities Treatment 97 125 .
Shannon R. Holmes, Amanda L. Witte & Susan M. Sheridan. 2017. Handbook of Rural School Mental Health. Handbook of Rural School Mental Health 261 274 .
Rohanna Buchanan, Rhonda N.T. Nese, Lawrence A. Palinkas & Traci Ruppert. (2015) Refining an intervention for students with emotional disturbance using qualitative parent and teacher data. Children and Youth Services Review 58, pages 41-49.
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Maria Rogers, Julia Boggia, Julia Ogg & Robert Volpe. (2015) The Ecology of ADHD in the Schools. Current Developmental Disorders Reports 2:1, pages 23-29.
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Jennifer A. Mautone, Enitan Marcelle, Katy E. Tresco & Thomas J. Power. (2014) ASSESSING THE QUALITY OF PARENT–TEACHER RELATIONSHIPS FOR STUDENTS WITH ADHD. Psychology in the Schools 52:2, pages 196-207.
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Joana Nunes Patrício, M. Clara Barata, M. Manuela Calheiros & João Graça. (2015) A Portuguese Version of the Student-Teacher Relationship Scale – Short Form. The Spanish Journal of Psychology 18.
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Jennifer R. Walton, Jennifer A. Mautone, Jenelle Nissley-Tsiopinis, Nathan J. Blum & Thomas J. Power. (2014) Correlates of Treatment Engagement in an ADHD Primary Care-Based Intervention for Urban Families. The Journal of Behavioral Health Services & Research 41:4, pages 539-547.
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