The primary focus of my research is to develop intervention and prevention programs for children with or at risk for attention, learning, and behavior problems. Much of my research focuses on children with ADHD. Our work is characterized by the strengthening and linking of systems of care, in particular the school, family, and primary care systems. In the context of our intervention and prevention research, we have developed and validated several measures.

Our research is strongly influenced by developmental-ecological (systems) theory, social learning theory, and attachment theory.

Our group is highly committed to applying the principles of participatory action research to develop programs and evaluate acceptability, feasibility, and effectiveness. Also, our team has been dedicated to the development of methods to assess integrity and engagement using a multi-dimensional framework.

Power, T., Werba, B., Watkins, M., Angelucci, J., & Eiraldi, R. (2006). Patterns of parent-reported homework problems among ADHD-referred and non-referred children. School Psychology Quarterly, 21, 13-33. Power, T. J., Dombrowski, S. C., Watkins, M. W., Mautone, J. A., & Eagle, J. W. (2007). Assessing children’s homework performance: Development of multi-dimensional, multi-informant rating scales. Journal of School Psychology, 45, 333-348. PMCID: 1950125.

Power, T., Blom-Hoffman, J., Clarke, A., Riley-Tillman, C., Kelleher, C., Manz, P. (2005). Reconceptualizing intervention integrity: A partnership-based framework for linking research with practice. Psychology in the Schools, 42, 495-507.

Power, T. J., Soffer, S. L., Mautone, J. A., Costigan, T. E., Jones, H. A., Clarke, A. T., & Marshall, S. A. (2009). An analysis of teacher investment in the context of a family-school intervention for children with ADHD. School Mental Health, 1, 107-117. PMID: 27902000.

Power, T. J., Hughes, C. L., Helwig, J. R., Nissley-Tsiopinis, J., Mautone, J. A. (2010). Getting to first base: Promoting engagement in family-school intervention for children with ADHD in urban, primary care practice. School Mental Health, 2, 52-61. DOI: 10.1007/s12310-010-9029-2

Leff, S. S., Costigan, T. E., & Power, T. J. (2004). Using participatory action research to develop a playground-based prevention program. Journal of School Psychology, 42, 3-21.

Power, T. J., Mautone, J. A., Soffer, S. L., Clarke, A. T., Marshall, S. A., Sharman, J.,…, Jawad, A. F. (in press). Family-school intervention for children with ADHD: Results of randomized clinical trial. Journal of Consulting and Clinical Psychology.

Kelleher, C., Riley-Tillman, T. C., & Power, T. J. (2008). An initial comparison of collaborative and expert driven consultation on treatment integrity. Journal of Educational and Psychological Consultation, 18, 294-324.

DuPaul, G. J., Power, T. J., McGoey, K. E., Ikeda, M. J., & Anastopoulos, A. D. (1998). Reliability and validity of parent and teacher ratings of attention-deficit/hyperactivity disorder symptoms. Journal of Psychoeducational Assessment, 16, 55-68.

Power, T. J., Shapiro, E. S., & DuPaul, G. J. (2003). Preparing psychologists to link the health and educational systems in managing and preventing children’s health problems. Journal of Pediatric Psychology, 28, 147-155. PMID: 12556514.

Assessment

School-based prevention of behavioral and emotional problems

Intervention

ADHD

Collaboration, Family School Community

Intervention, Social-emotional

Prevention