Zobrazeno 1 - 10
of 32
pro vyhledávání: '"Aaron J, Vaughn"'
Autor:
Stephen P, Becker, Jeffery N, Epstein, G Leonard, Burns, Kandace W, Mossing, Aidan P, Schmitt, Chaya E M, Fershtman, Aaron J, Vaughn, Allison K, Zoromski, James L, Peugh, John O, Simon, Leanne, Tamm
Publikováno v:
Journal of School Psychology. 95:105-120
Sluggish cognitive tempo (SCT) is increasingly conceptualized as a transdiagnostic set of symptoms associated with poorer functional outcomes, although the extent to which SCT is associated with academic functioning remains unclear. This study recrui
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5949f14397c98c3962f9649ffe6259eb
https://doi.org/10.1016/j.jsp.2022.10.001
https://doi.org/10.1016/j.jsp.2022.10.001
Publikováno v:
Evidence-Based Practice in Child and Adolescent Mental Health. 7:399-402
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bc6f32238a974908d13587617a96e323
https://doi.org/10.1080/23794925.2022.2127136
https://doi.org/10.1080/23794925.2022.2127136
Autor:
Casey D. Calhoun, Elizabeth A. Nick, Kyrill Gurtovenko, Aaron J. Vaughn, Shannon W. Simmons, Rebecca Taylor, Eileen Twohy, Jessica Flannery, Alysha D. Thompson
Publikováno v:
Evidence-Based Practice in Child and Adolescent Mental Health. 7:477-492
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ade8749bf019b28a08f45e7cf2dced03
https://doi.org/10.1080/23794925.2022.2034551
https://doi.org/10.1080/23794925.2022.2034551
Publikováno v:
Evidence-Based Practice in Child and Adolescent Mental Health. 6:421-423
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::eb0038600d1106e14754e2f50b87d4f7
https://doi.org/10.1080/23794925.2021.1996301
https://doi.org/10.1080/23794925.2021.1996301
Autor:
Jeffery N. Epstein, Allison K. Zoromski, Aaron J. Vaughn, Stephen P. Becker, Leanne Tamm, Kandace W. Mossing, G. Leonard Burns
Publikováno v:
Psychol Assess
To advance the research examining the sluggish cognitive tempo (SCT) construct, a key priority has been to develop assessment tools that are reliable and valid. The current study builds upon existing work by conducting the most thorough psychometric
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::addd41b24eca5132aef36ca9006525b2
https://doi.org/10.1037/pas0000946
https://doi.org/10.1037/pas0000946
Autor:
Allison K. Zoromski, Meera Patel, Leanne Tamm, Hannah K Weadick, Heather M Lacey, Ellen E. Kneeskern, Amie Duncan, Heather A. Ciesielski, Aaron J. Vaughn
Publikováno v:
J Autism Dev Disord
Youth with autism spectrum disorders (ASD) without intellectual disability frequently experience academic problems, in part due to executive functioning (EF) deficits. There are currently no evidence-based interventions targeting academic EF skills (
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::65db332a8633263be165fcddede405e3
https://pubmed.ncbi.nlm.nih.gov/32809169
https://pubmed.ncbi.nlm.nih.gov/32809169
Autor:
Nicholas Newman, Oscar G. Bukstein, Julia S. Anixt, Patricia Brinson, Jan Maltinsky, Christopher Schatschneider, L. Eugene Arnold, Aaron J. Vaughn, Anson J. Koshy, Carolyn A. Denton, Heather B. Taylor, Mary R. Prasad, Jeffery N. Epstein, Richard E. A. Loren, Linda Ewing-Cobbs, Leanne Tamm
Publikováno v:
Journal of Consulting and Clinical Psychology. 85:434-446
Objective This trial compared attention-deficit/hyperactivity disorder (ADHD) treatment alone, intensive reading intervention alone, and their combination for children with ADHD and word reading difficulties and disabilities (RD). Method Children (n
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::23ef18307606f17e54d6d88f00102236
https://doi.org/10.1037/ccp0000170
https://doi.org/10.1037/ccp0000170
Autor:
Aaron J. Vaughn, Lori E. Crosby, Amie Duncan, Leanne Tamm, Nicole Estell, Allison Birnschein, Rhyanne McDade
Publikováno v:
J Autism Dev Disord
Youth with autism spectrum disorders (ASD) without intellectual disability frequently experience academic problems, in part due to executive functioning (EF) deficits. There are currently no evidence-based interventions targeting academic EF skills f
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::85d91975f5c8c36845f63c338b2d5bae
https://pubmed.ncbi.nlm.nih.gov/30911979
https://pubmed.ncbi.nlm.nih.gov/30911979
Autor:
Mekibib Altaye, Aaron J. Vaughn, Allison K. Zoromski, Brandon K. Schultz, Joshua M. Langberg, Stephen A. Marshall, Steven W. Evans
Publikováno v:
Journal of Consulting and Clinical Psychology. 84:15-30
OBJECTIVE: This study compared 2 school-based training interventions for adolescents with attention deficit-hyperactivity disorder (ADHD): the Challenging Horizons Program-after school version (CHP-AS) and Challenging Horizons Program-mentoring versi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::242b7dd046b69b547bdc5f930d73c782
https://doi.org/10.1037/ccp0000057
https://doi.org/10.1037/ccp0000057
Publikováno v:
Journal of Clinical Child & Adolescent Psychology. 44:1015-1029
The present study examined anxiety and depressive symptoms in relation to the social functioning of young adolescents with attention-deficit/hyperactivity disorder (ADHD) and builds upon prior work by incorporating youths' self-reports of internalizi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ed3a92cb45781d0c790ba786ebf1fb3e
https://doi.org/10.1080/15374416.2014.930689
https://doi.org/10.1080/15374416.2014.930689