George J DuPaul

Lehigh University · Department of Education and Human Services

Although numerous studies have examined how child demographic characteristics may impact ratings of attention-deficit/hyperactivity disorder (ADHD) symptoms, there is limited research on how these factors are related to ratings of impairment. This study examined child characteristics (assigned sex, age, race, ethnicity) that may affect parent and t...

Objective Elevations in attention-deficit/hyperactivity disorder symptoms are associated with impaired self-esteem, but it is unknown how symptom levels contribute to self-esteem. Using cross-sectional samples from the general population, this study examined whether academic and peer interaction impairments contribute to the association between att...

Background: Behavioural parenting interventions are evidence-based programs for children with attention-deficit/hyperactivity disorder (ADHD). Gaining insight into individual differences in the pathways leading to intervention effects may contribute to a better understanding of how such interventions work and help personalise interventions. Therefo...

Objectives This study validated the Japanese version of the Attention‐Deficit/Hyperactivity Disorder‐Rating Scale‐5 (ADHD‐RS‐5) and the Disruptive Behavior Disorders Rating Scale. We extended the ADHD‐RS‐5 by adding the oppositional defiant disorder and conduct disorder subscales to compare the two rating scales psychometrically. Methods We examin...

Objective: We evaluated the effects of treatment compliance with the Challenging Horizons Program (CHP) for high school aged adolescents with attention-deficit hyperactivity disorder (ADHD). Method: Participants were 185 high school aged adolescents (65% non-Hispanic White; 79% male) with a diagnosis of ADHD who were randomly assigned to either...

The present study sought to identify differences in the rates and predictors of risky sexual behavior among college students with and without attention-deficit hyperactivity disorder (ADHD). Current ADHD diagnosis, medication status among those with ADHD, executive functioning, substance use, comorbid anxiety, comorbid depression, and gender were i...

Objective: We evaluated the extent to which receiving the multi-component treatment of the Challenging Horizons Program (CHP) would lead to significant improvements in social functioning, as well as in inattention, internalizing symptoms, parent stress, and emotion dysregulation for high-school-aged adolescents with attention-deficit hyperactivity...

School readiness, or a child’s early academic and social–emotional preparedness to begin formal schooling, has been shown to be correlated with future academic and social outcomes (Hair et al., 2006; Quirk et al., 2017). For children with chronic health conditions, school readiness skill development is vulnerable to confounding variables such as ho...

ARTICLE FREE TO ACCESS AT: https://doi.org/10.1080/15374416.2022.2158842. In this editorial statement, we briefly delineated a series of observations, guidelines, and directions for future research focused on the most common outcome of multi-informant assessments of youth mental health. Discrepancies commonly occur between estimates of youth mental...

It is well-established in research that students who experience attention-deficit/hyperactivity disorder (ADHD) symptomatology experience academic difficulties. Despite an influx of research on this population, there is still an opportunity to improve the relevant supports and resources necessary to facilitate academic success. The current study ex...

When a student is homebound from school, they miss out on beneficial classroom experiences. One way to keep homebound students connected is through the use of telepresence technology. However, the existing literature has not been systematically reviewed to address important variables related to successful implementation. The authors conducted a sys...

Homework problems are frequently encountered, especially among youth with ADHD. The Homework Problems Checklist (HPC) is a parent-rated questionnaire to assess homework problems that was studied with children but not extensively with teens. We assessed the psychometric properties of the HPC with teens with and without ADHD. Firstly, the factor stru...

Young adults, particularly college students, report a higher prevalence of risky sexual behavior than the general population, increasing their likelihood for unplanned pregnancy, sexually transmitted infections (STIs), and negative psychological outcomes. Although sexual risk behavior and its consequences are a major public health concern, current...

Children with attention-deficit/hyperactivity disorder (ADHD) and specific learning disabilities (SLD) face similar academic and behavioral challenges. Although combined behavioral and academic interventions (AIs) are among the most effective for each disability, a child's diagnostic label and teacher self-efficacy may influence teacher interventio...

Adolescents with attention-deficit/hyperactivity disorder (ADHD) are at heightened risk of experiencing academic difficulties due to organizational deficits. Impairment can be exacerbated through poor sleep hygiene and excessive daytime sleepiness, prevalent sleep challenges for adolescents with ADHD. Given established relationships among sleep, me...

Adolescents with attention-deficit/hyperactivity disorder (ADHD) experience academic difficulties, but there are limitations to current methods of measuring these problems. The parent-rated Adolescent Academic Problems Checklist (AAPC) is a particularly promising measure, as the items were derived from concerns of parents and teachers of adolescent...

This study explored the role of caregivers in promoting Internet safety among adolescents (n = 58; 13–16 years old) diagnosed with attention‐deficit/hyperactivity disorder in the United States. Teen participants reported their cyberbullying and sexting behaviours and their parents’ knowledge and monitoring of their online activities; parent‐reporte...

Despite research on peer dynamics in mainstream classrooms and in mental health interventions, investigations of peer dynamics in self-contained classrooms for students with emotional and behavioral disorders (EBD) are limited. This study examined the influence of classroom behavior norms on individual behavior in a school for students with behavio...

University students demonstrating higher levels of Attention‐Deficit Hyperactivity Disorder (ADHD) symptom severity largely experience lower academic achievement. Educational research has found that a group of behaviours (i.e., study skills, interpersonal skills, engagement, and motivation) known as academic enablers (AE) facilitate positive outcom...

We examined COVID-19 symptoms and infection rates, disruptions to functioning, and moderators of pandemic response for 620 youth with ADHD and 614 individually matched controls (70% male; M age = 12.4) participating in the Adolescent Brain and Cognitive Development study. There were no group differences in COVID-19 infection rate; however, youth wi...

Multi-component training interventions such as the Challenging Horizons Program (CHP) improve organization skills and academic functioning of middle school students with attention-deficit/hyperactivity disorder (ADHD); however, few studies have investigated treatment for high school students. We explored the extent to which CHP adapted for high sch...

In recent years, rates of prescription stimulant misuse have increased among young adults ages 18 to 25 along with increases in dispensing rates of these medications. Preliminary studies suggest that college students with Attention-Deficit Hyperactivity Disorder (ADHD) may be more likely to misuse their stimulant medication than their non-ADHD peer...

Arildskov et al. (2021) provide compelling evidence regarding the importance and nature of functional impairment in advancing diagnostic assessment and treatment of attention‐deficit/hyperactivity disorder (ADHD). Their findings indicate that (a) ADHD is dimensional for both symptom severity and impairment, (b) symptoms and impairment are related b...

Using data from the 2018 National Survey for Children’s Health , this study examined relationships between several adaptive psychological and psychosocial factors among siblings of children with special health care needs (CSHCN) compared to siblings of children without SHCN and the role of family resilience within those relationships. We conducted...

Objective Behavioral interventions are well established treatments for children with attention-deficit/hyperactivity disorder (ADHD). However, insight into moderators of treatment outcome is limited. Method We conducted an individual participant data meta-analysis [IPDMA], including data of randomized controlled behavioral intervention trials for...

Objective: Completing a college degree is associated with success in employment, financial earnings, and life satisfaction. Mental health difficulties, including attention-deficit/hyperactivity disorder (ADHD), can compromise degree completion. Method: We examined 4-year academic performance trajectories of 201 college students with ADHD (97 receiv...

-Children with attention-deficit/hyperactivity disorder experience significant behavioral, academic, and social difficulties in elementary school classrooms. -Although stimulant and other medications can reduce symptoms, these are rarely sufficient in comprehensively addressing school functioning. -Teachers and other school personnel can implemen...

When adolescents with attention deficit hyperactivity disorder (ADHD) demonstrate impairment in academic performance, school professionals have the option of using strategies that reduce expectations (formally or informally), using interventions that facilitate skill development in the student, or both. Because there are unintended consequences of...

Objectives Despite advances in understanding associations among attention‐deficit hyperactivity disorder (ADHD), emotion dysregulation (ED), and related outcomes, there is incongruity between ADHD‐relevant conceptualizations of ED and available measures of ED. To assess the psychometric properties of a parent‐report questionnaire of ED conceptualiz...

Attention-deficit/hyperactivity disorder (ADHD) is strongly associated with social functioning deficits in adolescents. However, the factors underlying this relationship are not well understood. Prior research has established that emotion dysregulation (ED) mediates the relationship between ADHD symptoms and social skills in middle school students...

Self-regulation is a critical component of school readiness and success. Practices for supporting self-regulation may be advanced by a better understanding of factors characterizing children at risk for challenges and contextual mechanisms associated with desirable developmental trajectories.The current study leverages a large national data set and...

Objective: Both qualitative and quantitative analyses were used to (a) describe the romantic and sexual relationships of adolescents with ADHD and (b) examine how ADHD-related impairments (e.g., social skill deficits and emotion dysregulation [ED]) are associated with romantic relationship outcomes in this group. Method: Adolescents with ADHD ( N =...

Attention-deficit/hyperactivity disorder (ADHD) affects approximately 6% of college students and is associated with substantial risk for educational difficulties. We examined academic performance (i.e., GPA, progress towards graduation) and use of study skills strategies for college students with ADHD (n = 201) and non-ADHD controls (n = 205). Mult...

The purpose of the present study was to determine the role of emotion regulation in the pathway to problematic alcohol use among adolescents with attention-deficit/hyperactivity disorder (ADHD), specifically investigating the total effect of emotion regulation on problematic alcohol use and the indirect effect of emotion regulation through social s...

Parent and teacher ratings of the two attention-deficit/hyperactivity disorder (ADHD) symptom dimensions (i.e., inattention, hyperactivity-impulsivity) have been found to differ across child gender, age, race, and ethnicity. Group differences could be due to actual variation in symptomatic behaviors but also could be due to measurement items functi...

Diagnostic assessment of attention-deficit/hyperactivity disorder (ADHD) in children necessarily involves subjective judgements about the severity, frequency, and impact of symptoms on the part of parents, teachers, and clinicians. Thus, it is possible that parent and teacher ratings may be discrepant as a function of child and adult respondent rac...

Objective: In this paper, we examine the relationships among symptoms of anxiety and depression, impulsivity, and mindfulness among university faculty members during the COVID-19 pandemic, with a unique focus on whether these symptoms and practices of mindfulness differed with age, gender, ethnicity, and location. Methods: Participants (N = 302) fr...

Multiple psychosocial interventions are efficacious for children and adolescents with attention-deficit/hyperactivity disorder (ADHD) including behavioral parent training, behavioral classroom management, behavioral peer interventions, and organization training programs. Unfortunately, there is a significant gap between research and practice such t...

Risk for behavioral/emotional problems in adolescence is a significant predictor of negative student outcomes, including lower academic achievement and future disciplinary problems. Latinx students are often overrepresented in school disciplinary practices, highlighting the need for further research specifically within this population. Based on the...

Recent research has shown that undergraduate students who experience both clinical and subclinical attention-deficit/hyperactivity disorder (ADHD) struggle academically. Furthermore, these students have cited academic amotivation as a factor in their academic difficulties. Self-determination theory (SDT) posits that a lack of motivation—known as am...

Given the important involvement of psychologists and school professionals in psychopharmacological treatment, the purpose of this chapter is to address legal, ethical, and professional issues related to the use of psychoactive medications in the school-aged population. Specific attention is given to the implications of these issues for the roles an...

Because academic, behavioral, and social difficulties are highly prevalent among U.S. high school students, teacher report is a critical component of comprehensive screening and assessment of adolescents. Currently available teacher questionnaires have limited utility in high school settings because of time demands and lesser opportunity to observe...

Children with attention deficit/hyperactivity disorder (ADHD) are at risk for experiencing problems with social functioning that are associated with adverse outcomes in adolescence and adulthood. To date, the most common ADHD treatments for children, psychostimulants and adult-mediated interventions, have had limited success reducing social impairm...

Introduction The ubiquity of technology is reshaping the way teens express themselves and interact with peers. Considering that teens with attention‐deficit/hyperactivity disorder (ADHD) experience a range of social impairments and that risk behaviors have the potential to be more widespread and damaging online, understanding how teens with ADHD us...

Objective: The objective of the study is to describe the extent to which students with ADHD received school-based intervention services and identify demographic, diagnostic, and impairment-related variables that are associated with service receipt in a large, nationally drawn sample. Method: Parent-reported data were obtained for 2,495 children...

Emotion dysregulation is associated with attention deficit/hyperactivity disorder (ADHD) and confers risk for behavior problems and functional impairment; however, there is little guidance on best practices for measurement in adolescents. We developed a parent-report version of the Difficulties in Emotion Regulation Scale (DERS-P)). Evidence of rel...

Objective: Prior studies show that college students with attention-deficit/hyperactivity disorder (ADHD) report lower college adjustment, lower social skills, and more academic concerns than their peers without ADHD. In a sample of college students with ADHD, we examined the predictive effects of social involvement and social quality of life on enr...

Background: Approximately 6% of first-year college students self-report having attention-deficit/hyperactivity disorder (ADHD; Eagan et al., 2014). These students experience significant academic deficits relative to those without ADHD (Gormley et al., 2015). Although support services (e.g., academic coaching) can be effective in improving academic...

College students with attention-deficit/hyperactivity disorder (ADHD) are at greater risk than peers for impaired educational functioning; however, little is known regarding their longitudinal academic outcomes. This study examined: (a) differences between ADHD and control participants in academic outcomes (i.e., semester GPA, credits attempted, cr...

Attention-deficit/hyperactivity disorder (ADHD) rating scales typically provide normative tables arranged according to child age, child gender, and type of informant, which facilitates addressing the fifth edition of the Diagnostic and Statistical Manual of Mental Health Disorders developmental deviance requirement for diagnosing ADHD. Missing, how...

A child’s transition to Kindergarten is a critical time to establish a positive school trajectory. This chapter presents results from a survey of 484 Kindergarten teachers across the United States who reported on their transition practices and the barriers to using those practices. Results indicated teachers’ primary strategies for transition invol...

Children with attention-deficit/hyperactivity disorder (ADHD) typically experience significant difficulties in school, including academic underachievement and impairment in social relationships, such that they are at higher than average risk for special education placement, grade retention, school dropout, and lower lifetime educational attainment....

The most efficacious psychosocial intervention for reducing attention-deficit/hyperactivity disorder (ADHD) symptoms in young children is behavioral parent training (BPT). Potential benefits are hindered by limited accessibility, low session attendance, and poor implementation of prescribed strategies. As a result, only approximately half of famili...

Objective To characterize lifetime and current rates of attention-deficit/hyperactivity disorder (ADHD) treatments among US children and adolescents with current ADHD and describe the association of these treatments with demographic and clinical factors. Study design Data are from the 2014 National Survey of the Diagnosis and Treatment of ADHD a...

Objective: The current study examines (a) whether ADHD among college students is associated with differences in perceptions of quality of life (QoL); (b) the moderating roles of comorbidity, drug use, psychopharmacological treatment, and psychosocial treatment; and (c) the total impact of these variables on QoL. Method: Participants were college...

We examined trajectories of academic and social functioning in children with attention-deficit/hyperactivity disorder (ADHD) to identify those who might be at risk for especially severe levels of academic and social impairment over time. We estimated a series of growth mixture models using data from two subsamples of children participating in the N...

The Center for Psychology in Schools and Education is excited to share a new resource for parents in search of the best early childhood program. High Five outlines must-ask questions that increase the likelihood of successful growth and development during the early childhood years. You can access the webpage at The Center for Psychology in Schools...

Two relatively common disabilities reported by college students are attention-deficit/hyperactivity disorder (ADHD) and learning disabilities (LD). Many questions remain regarding how best to support these students and whether services such as advising, coaching, and tutoring lead to significant academic gains. The current study examined the effect...

Attention deficit/hyperactivity disorder (ADHD) is associated with significant challenges in child functioning. Although behavioral parent training (BPT) can reduce ADHD symptoms, factors associated with traditional face-to-face (F2F) delivery results in only about half of families receiving BPT. The purpose of this pilot randomized controlled tria...

Selective mutism (SM) is a rare anxiety disorder that impairs children’s daily functioning, often during critical periods of early development. Given that schools are a common setting for mutism, it is vital that school-based practitioners are knowledgeable of recent advances in the SM treatment literature. Unfortunately, the literature base is com...

An increasing number of students with ADHD are enrolling in college, yet little is known regarding their educational trajectory over time compared with peers without ADHD. The purpose of the present study was to examine the degree to which first-year symptom dimension scores, study skills, comorbid disorders, and GPA predict second-year educational...

Presents an obituary for Edward Shapiro who passed away on March 23, 2016. Ed was a highly accomplished researcher and trainer who was a strong advocate for rigorous scholarship and quality psychological practice. His death was a great loss to the field of school psychology and to everyone who serves children with educational and behavioral disabil...

Children and adolescents with attention-deficit/hyperactivity disorder (ADHD) exhibit significant difficulties with sustained attention, impulse control, and/or high frequency of motor activity along with academic and/or social impairment. Thus, students with ADHD need to be identified in a reliable and valid fashion in order to obtain intervention...

Using the National Center for Early Development and Learning's (NCEDL) Transition Practices Survey (1996), Rimm-Kaufman, Pianta, and Cox (2000) addressed teachers' judgments of children's problems at kindergarten entry. Since then, many changes have occurred in both early childhood education and kindergarten. For example, pre-kindergarten has been...

Background: Obtaining valid and reliable estimates of usual dietary intake at a reasonable cost is a challenge in school-based nutrition research. The Automated Self-Administered 24-Hour Dietary Recall for Children, 2014 version (ASA24 Kids-2014), a self-administered, computerized 24-hour dietary recall, offers improved feasibility over traditiona...

Objective: Increasing numbers of students with attention-deficit/hyperactivity disorder (ADHD) are attending college; however, little empirical information is available concerning the functional impairment experienced by these students. Although preliminary studies suggest that college students with ADHD are more likely to experience a variety of p...

The purpose of this study was to examine rates and patterns of non–attention-deficit/hyperactivity disorder (non-ADHD) psychiatric diagnoses among a large group of 1st-year college students with and without ADHD. A total of 443 participants, including 214 men and 229 women ranging in age from 18 to 22 years of age (M = 18.2), were recruited from 9...

Children with attention-deficit/hyperactivity disorder (ADHD) are known to exhibit significantly lower academic and social functioning than other children. Yet the field currently lacks knowledge about specific impairment trajectories experienced by children with ADHD, which may constrain early screening and intervention effectiveness. Data were an...

Objective: ADHD is a chronic neurodevelopmental disorder that typically results in persistent academic difficulties over time. Although most colleges offer support services, students often do not use the available services or those to which they are entitled. The present study examined predictors of academic performance among college students with...

Students with attention-deficit/hyperactivity disorder (ADHD) and/or learning disabilities (LD) experience significant challenges in making the transition from high school to college. This study examined the ways first-year college students with ADHD, LD, ADHD+LD, and comparison peers differ in engagement, core self-evaluation, high school preparat...

Objective: Examine the influence of maternal and child race on ADHD symptom ratings. Method: Participants were Black (n = 63) and White (n = 68) mothers randomly assigned to view a 13-min videotape of either a Black or White boy displaying similar levels of ADHD-related behaviors during free play and meal situations. Mothers then completed an AD...

Existing methods of assessing attention-deficit/hyperactivity disorder (ADHD) are limited because they do not examine impairments in relation to symptoms of ADHD. This study investigated parent and teacher ratings of multiple domains of impairment, assessed in relation to the symptom dimensions of ADHD using the ADHD Rating Scale–5. Nationally repr...

To test if the relationship between ADHD and academic achievement is mediated by service utilization and/or study skills, and if these mediation effects are moderated by parental education level. A bootstrapping method within structural equation modeling was used with data from 355 first year college students meeting strict criteria for ADHD or cle...

The acquisition of positive peer play behavior is an important aspect of child development and an indicator of social competence. Engaging in peer play may pose challenges for children with internalizing and externalizing disorders, particularly those with comorbid disorders. Existing literature contains little information on the peer play behavior...

Comprehensive assessment of attention-deficit/hyperactivity disorder (ADHD) symptoms includes parent and teacher questionnaires. The ADHD Rating Scale-5 was developed to incorporate changes for the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5; American Psychiatric Association, 2013). This study examined the fit of a correla...

Symptoms of attention-deficit/hyperactivity disorder (ADHD) generally emerge in early childhood, and research has demonstrated that early intervention can effectively reduce those symptoms. Little attention, however , has addressed pre-academic skills in spite of data indicating older students with ADHD are at high risk for academic failure. In the...

Students with attention-deficit/hyperactivity disorder (ADHD) exhibit chronic behavior difficulties that deleteriously impact their academic and social functioning in school settings. These difficulties not only impair student performance, but also present significant challenges to teachers, school psychologists, and other school professionals work...

The purpose of the present study was to examine (a) the teacher-reported prevalence of attention-deficit/hyperactivity disorder (ADHD) symptoms and associated impairment in a nationally representative sample of children and adolescents and (b) the degree to which prevalence varied as a function of student and teacher characteristics. Teacher-report...

Children with attention-deficit/hyperactivity disorder (ADHD) experience significant difficulties with behavior, social functioning, and academic performance in elementary school classrooms. Although psychotropic medication may enhance classroom behavior, pharmacologic treatment is rarely sufficient in addressing the many challenges encountered by...