Matthew J Gormley

• Ph.D
• Associate Professor at University of Nebraska–Lincoln

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...

Challenging behavior problems are common in early childhood and, if left untreated, may escalate into more severe and intractable problems in adolescence and early adulthood. This trajectory is of particular importance in rural schools, where disruptive behaviors are more prominent than in urban and suburban schools. Conjoint behavioral consultatio...

Both behavioral and pharmacological interventions have short-term efficacy for reducing symptomology of attention-deficit/hyperactivity disorder (ADHD). However, intervention effects typically dissipate once interventions are removed. Scholars have advocated for a life-course model of intervention to sustain outcomes for students with ADHD. This mo...

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...

The intentional and sustained actions to advance diversity, equity, and inclusion (DEI) in school psychology science and scholarship, will have reciprocal and dynamic influences on graduate preparation and practice. Herein, the School Psychology Review leadership team provides reflections on several of our intentional efforts, to date, to advocate...

Attention-deficit/hyperactivity disorder (ADHD) is a common presenting concern in primary care. This study examined the relationship between pediatric residency training program characteristics and residents’ ADHD knowledge, attitudes, and comfort in providing ADHD services. Given the familiarity that pediatric chief residents have with the trainin...

Conjoint behavioral consultation (CBC), a teacher-parent partnership intervention, has been shown to yield immediate improvements in problem-solving skills and communication quality with parents for kindergarten through third grade teachers in rural schools. The purpose of the present study was to determine whether CBC can yield maintained effects...

Objective: Despite efficacious treatments, evidence-based guidelines, and increased availability of integrated behavioral health care, youth coping with attention-deficit/hyperactivity disorder (ADHD) receive suboptimal care. More research is needed to understand and address care gaps, particularly within rural health systems that face unique chal...

Students with attention deficit hyperactivity disorder (ADHD) experience enduring difficulties in academic, behavior, and social domains. Few studies have addressed long-term behavioral treatment across the school and home settings for students with ADHD. This study utilized conjoint behavioral consultation (CBC) to facilitate the grade-level trans...

Managing behavior is both time-consuming and costly to teachers and school districts. This study was conducted to understand the financial costs of managing classroom behavior. Data were collected during baseline from 186 elementary students and their teachers participating in a large randomized control trial of a problem-solving consultative inter...

-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...

Despite being bright and inquisitive, chronic neurodevelopmental differences make planning, organizing, and completing school work significantly more difficult for many of those with ADHD relative to their classmates without ADHD. Unsurprisingly, academic underachievement is one of the most common difficulties experienced by students with ADHD. Thi...

Background and Objectives: Despite efficacious treatments and evidence-based guidelines, youth coping with attention deficit hyperactivity disorder (ADHD) receive suboptimal care. Primary care clinicians (PCCs) are frontline providers of ADHD care; however, little is known about PCC perspectives regarding this care gap and how to effectively addres...

Introduction: Integrating behavioral health providers (BHPs) into pediatric primary care to provide behavioral health (BH) services is both effective and efficient; however, the impact of pediatric integrated services on the operational and financial outcomes of primary care provider (PCP) visits has not been thoroughly investigated. The present st...

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...

School consultation is a service delivery model that increases the potential of school-based interventionists to provide services to children. This is due to consultation’s indirect nature and emphasis on training consultees. In a consultative model, a consultant (e.g., school psychologist) works with a consultee (e.g., teacher) who will deliver an...

School consultation is a service delivery model that increases the potential of school-based interventionists to provide services to children. This is due to consultation’s indirect nature and emphasis on training consultees. In a consultative model, a consultant (e.g. school psychologist) works with a consultee (e.g. teacher) who will deliver an i...

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...

Introduction: Conjoint behavioral consultation (CBC; Sheridan & Kratochwill, 2007) is a behavioral consultation procedure that engages parents and teachers in a strengths-based problem-solving process to improve students’ functioning across settings and family-school partnerships. Previous research has demonstrated that CBC is effective for a wide...

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...

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...

Introduction: Mental and behavioral health (MH) concerns are common among children and adolescents (SAMHSA, 2013); however, the majority of individuals with MH needs do not receive services (Rushton et al., 2002), and for those that do, there is often a significant gap between symptom onset and treatment contact with a MH specialist (e.g., psycholo...

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...

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...

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...

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: 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. Method: A bootstrapping method within structural equation modeling was used with data from 355 first year college students meeting strict crite...

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...

Teacher-to-teacher consultation (TTC) is an extension of standard behavioral consultation that seeks to transfer an established and effective intervention across a grade-level transition by including teachers from both grade levels as conjoint consultees at the beginning of the second school year. The purpose of the current study was to determine i...

This manuscript summarizes areas of school mental health (SMH) research relevant to the interplay between students’ academic and social–emotional outcomes. After advancing a multidimensional conceptualization of academic success at the levels of individual students and schools, we summarize observational and intervention studies that connect studen...

Challenging behaviors are one of the most common concerns of early educators, and preschool teachers continue to report feeling unprepared to meet the needs of children displaying challenging behaviors. Overall, traditional standardized classroom assessments have evaluated global classroom quality, but they may not capture the reciprocal and recurs...

Attention-deficit/hyperactivity disorder (ADHD) and learning disability (LD) can co-occur for a significant minority of children with each disorder. A total of 17 studies (2001-2011) examining ADHD-LD comorbidity were reviewed, revealing a higher mean comorbidity rate (45.1%) than has been obtained previously. Higher comorbidity may be the result o...

Fathers, in general, have been underrepresented in studies of parent training outcome for children with attention deficit hyperactivity disorder (ADHD), and the present study aimed to investigate the efficacy of a behavioral parent training program developed expressly for fathers. The present investigation randomly assigned 55 fathers of children a...

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...

Teenage drivers with attention-deficit/hyperactivity disorder (ADHD) are at considerable risk for negative driving outcomes, including traffic citations, accidents, and injuries. Presently, no efficacious psychosocial interventions exist for teenage drivers with ADHD. The Supporting a Teen's Effective Entry to the Roadway (STEER) program is a multi...