1. Abikoff H, Nissley-Tsiopinis J, Gallagher R, et al. Effects of MPH-OROS on the Organizational, Time Management, and Planning Behaviors of Children With ADHD. Journal of the American Academy of Child and Adolescent Psychiatry. 2009;48:166. [PubMed]
2. American Psychiatric Association. Diagnostic and statistical manual of mental disorders. 4. Washington, DC: 2000.
3. Atkins MS, Pelham WE, Licht MH. The Differential Validity of Teacher Ratings of Inattention, Overactivity, and Aggression. Journal of Abnormal Child Psychology. 1989;17:423. [PubMed]
4*. Barkley RA. Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment. 3. New York: Guilford Press; 2006.
5. Barkley RA. Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment. 2. New York: Guilford Press; 1998.
6. Barkley RA, DuPaul GJ, McMurray MB. Comprehensive Evaluation Of Attention-Deficit Disorder With And Without Hyperactivity As Defined By Research Criteria. Journal of Consulting and Clinical Psychology. 1990;58:775. [PubMed]
7. Barkley RA, Edwards GH, Robin AL. Defiant Teens: A Clinician's Manual for Assessment and Family Intervention. New York, NY: 1999.
8. Barkley RA, Murphy KR, Fischer M. ADHD in adults: What the science says. New York: The Guildford Press; 2008.
9. Bilici M, Yildirim F, Kandil S, et al. Double-blind, placebo-controlled study of zinc sulfate in the treatment of attention deficit hyperactivity disorder. Prog Neuropsychopharmacol Biol Psychiatry. 2004;28:181. [PubMed]
10*. Bradshaw CP, Mitchell MM, Leaf PJ. Examining the effects of school wide positive behavioral interventions and supports on student outcomes. Journal of Positive Behavior Interventions. 2010;12:133.
11. Burns BJ, Costello EJ, Angold A, et al. Children's mental health service use across service sectors. Health Aff (Millwood) 1995;14:147. [PubMed]
12. Colton DL, Sheridan SM. Conjoint behavioral consultation and social skills training: Enhancing the play behaviors of boys with attention deficit hyperactivity disorder. Journal of Educational and Psychological Consultation. 1998;9:3.
13. Drabman RS, Spitalnik R, O’Leary KD. Teaching self-control to disruptive children. Journal of Abnormal Psychology. 1973;82:10. [PubMed] 14. Dunlap LK, Dunlap G. A self-monitoring package for teaching subtraction with regrouping to students with learning disabilities. Journal of Applied Behavior Analysis. 1989;22:309. [PMC free article] [PubMed]
15. DuPaul GJ, Helwig JR, Slay PM. Classroom interventions for attention and hyperactivity. In: Bray MA, Kehle TJ, editors. The Oxford handbook of school psychology. New York, NY: Oxford University Press; 2011. p. 428.
16. DuPaul GJ, Kern L. Young Children with ADHD: Early Identification and Intervention. Washington, DC: American Psychological Association; 2011.
17. DuPaul GJ, Stoner G. ADHD in the Schools: Assessment and Intervention Strategies. 2. New York: Guilford; 2003.
18*. DuPaul GJ, Stoner G. Interventions for attention deficit hyperactivity disorder. In: Shinn MR, Walker HM, Stoner G, editors. Interventions for achievement and behavior problems in a three-tiered model including RTI. Bethesda, MD: National Association of Achool Psychologists; 2010. p. 825.
19. Eiraldi RB, Mazzuca LB, Clarke AT, et al. Service utilization among ethnic minority children with ADHD: A model of help-seeking behavior. Administration and Policy in Mental Health and Mental Health Services Research. 2006;33:607. [PubMed]
20*. Evans S, Pelham E, Grudberg M. The efficacy of note taking to improve behavior and comprehension of students with attention-deficit hyperactivity disorder. Exceptionality. 1995;5:1.
21. Evans SW, Glass-Siegel M, Frank A, et al. Overcoming the Challenges of Funding School Mental Health Programs. In: Weist MD, Evans SW, Lever NA, editors. Handbook of School Mental Health: Advancing Practice and Research. New York: Kluwer Academic / Plenum Publishers; 2003. p. 73.
22*. Fabiano GA, Vujnovic RK, Pelham WE, et al. Enhancing the effectiveness of special education programming for children with attention deficit hyperactivity disorder using a daily report card. School Psychology Review. 2010;39:219.
23. Forehand R, Long N. Parenting the strong-willed child. Chicago, IL: Contemporary Books; 2002. ed Revised. [PubMed]
24. Frederick BP, Olmi DJ. Children with attention-deficit/hyperactivity disorder: A review of the literature on social skills deficits. Psychology in the Schools. 1994;31:288.
25. Greene RW, Beszterczey SK, Katzenstein T, et al. Are students with ADHD more stressful to teach? Patterns of teacher stress in an elementary school sample. Journal of Emotional and Behavioral Disorders. 2002;10:79.
26. Gureasko-Moore S, DuPaul GJ, White GP. Self-management of classroom preparadness and homework: Effects on schools functioning of adolescents with attention-deficit/hyperactivity disorder. School Psychology Review. 2007;36:647.
27*. Gureasko-Moore S, Dupaul GJ, White GP. The effects of self-management in general education classrooms on the organizational skills of adolescents with ADHD. Behav Modif. 2006;30:159. [PubMed]
28*. Horner RH, Sugai G, Smolkowski K, et al. A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions. 2009;11:133.
29. Hussar WJ, Bailey TM. National Center for Education Statistics, Institute of Education Sciences. Projections of Education Statistics to 2019. Washington, DC: U.S. Department of Education; 2011.
30. Illsley SD, Sladeczek IE. Conjoint behavioral consultation: Outcome measures beyond the client level. Journal of Educational & Psychological Consultation. 2001;12:397.
31. Ingersoll B, Goldstein S. Attention deficit disorder and learning disabilities: Realities, myths, and controversial treatments. New York: Double Play; 1993.
32. Jensen PS, Hinshaw SP, Swanson JM, et al. Findings from the NIMH multimodal treatment study of ADHD (MPA): Implications and applications for primary care providers. Journal of Developmental and Behavioral Pediatrics. 2001;22:60. [PubMed]
33. Jimerson SR, Burns MK, Van Der Heyden AM. Handbook of response to intervention: The science and practice of assessment and intervention. New York, NY: Springer Science+Business Media, LLC; 2007.
34. Johnston C, Mash EJ. Families of children with attention-deficit/hyperactivity disorder: Review and recommendations for future research. Clinical Child and Family Psychology Review. 2001;4:183. [PubMed]
35. Kahle AL, Kelley ML. Children's Homework Problems - A Comparison of Goal-Setting and Parent Training. Behavior Therapy. 1994;25:275.
36. Kartub DT, Taylor-Greene S, March RE, et al. Reducing Hallway Noise: A Systems Approach. Journal of Positive Behavior Interventions. 2000;2:179.
37. Kataoka SH, Zhang L, Wells KB. Unmet need for mental health care among U.S. children: variation by ethnicity and insurance status. Am J Psychiatry. 2002;159:1548. [PubMed] 38. Kazdin AE, Mazurick JL. Dropping Out of Child-Psychotherapy - Distinguishing Early and Late Dropouts Over the Course of Treatment. Journal of Consulting and Clinical Psychology. 1994;62:1069. [PubMed] 39. Krain AL, Kendall PC, Power TJ. The role of treatment acceptability in the initiation of treatment for ADHD. Journal of Attention Disorders. 2005;9:425. [PubMed]
40. Kratochwill T, Elliot S, Loitz P, et al. Conjoint consultation using self-administered manual and video-tape parent-teacher training: Effects on children challenging behaviors. School Psychology Quarterly. 2003;18:269.
41*. Langberg JM. Homework, organization, and planning skills (HOPS) interventions. Bethesda: National Association of School Psychologists; 2011.
42. Langberg JM, Arnold LE, Flowers AM, et al. Parent-Reported Homework Problems in the MTA Study: Evidence for Sustained Improvement with Behavioral Treatment. Journal of Clinical Child and Adolescent Psychology. 2010;39:220. [PMC free article] [PubMed] 43. Langberg JM, Epstein JN, Graham AJ. Organizational-skills interventions in the treatment of ADHD. Expert Rev Neurother. 2008;8:1549. [PubMed]
44. Langberg JM, Epstein JN, Urbanowicz CM, et al. Efficacy of an organization skills intervention to improve the academic functioning of students with attention-deficit/hyperactivity disorder. School Psychology Quarterly. 2008;23:407.
45. Lewandowski L, Lovett B, Parolin R, et al. The effects of extended time on mathematics performance of students with and without attention deficit hyperactivity disorder. Journal of Psychoeducational Assessment. 2007;25:17.
46. Lewis TJ, Sugai G. Effective Behavior Support: A Systems Approach to Proactive Schoolwide Management. Focus on Exceptional Children. 1999;31:1.
47. Marshall RM, Hynd GW, Handwerk MJ, et al. Academic underachievement in ADHD subtypes. Journal of Learning Disabilities. 1997;30:635. [PubMed] 48. Mautone JA, DuPaul GJ, Jitendra AK. The effects of computer-assisted instruction on the mathematics performance and classroom behavior of children with ADHD. J Atten Disord. 2005;9:301. [PubMed] 49. Mautone JA, Lefler EK, Power TJ. Promoting Family and School Success for Children With ADHD: Strengthening Relationships While Building Skills. Theory into Practice. 2011;50:43. [PMC free article] [PubMed]
50. McMahon RJ, Forehand RL. Helping the Noncompliant Child: Family-Based Treatment for Oppositional Behavior. 2. New York, NY: Guilford; 2003.
51. Miller DL, Kelley ML. The Use of Goal-Setting and Contingency Contracting for Improving Children's Homework Performance. Journal of Applied Behavior Analysis. 1994;27:73. [PMC free article] [PubMed]
52. Ota KR, DuPaul GJ. Task engagement and mathematics performance in children with Attention Deficit Hyperactivity Disorder: Effects of supplemental computer instruction. School Psychology Quarterly. 2002;17:242.
53. Owens JS, Murphy CE, Richerson L, et al. Science to practice in underserved communities: The effectiveness of school mental health programming. Journal of Clinical Child and Adolescent Psychology. 2008;37:434. [PubMed] 54. Owens PL, Hoagwood K, Horwitz SM, et al. Barriers to children's mental health services. J Am Acad Child Adolesc Psychiatry. 2002;41:731. [PubMed]
55. Parker HC. The ADHD Handbook for Schools: Effective Strategies for Identifying and Teaching Students with Attention-Deficit/Hyperactivity Disorder. North Branch, MN: Specialty Press, Inc; 2005.
56*. Pelham WE, Fabiano GA. Evidence-based psychosocial treatments for attention-deficit/hyperactivity disorder. J Clin Child Adolesc Psychol. 2008;37:184. [PubMed]
57. Pelham WE, Fabiano GA, Gnagy EM, et al. The role of summer treatment programs in the context of comprehensive treatment for ADHD. In: Hibbs E, Jensen P, editors. Psychoocial treatments for child and adolescent disorders: Empirically based strategies for clinical practice. Washington, DC: APA Press; 2005. p. 377.
58. Pfiffner LJ, McBurnett K. Social skills training with parent generalization: treatment effects for children with attention deficit disorder. J Consult Clin Psychol. 1997;65:749. [PubMed] 59. Polanczyk G, Silva de Lima M, Horta BL, et al. The Worldwide Prevalence of ADHD: A Systematic Review and Metaregression Analysis. American Journal of Psychiatry. 2007;164:942. [PubMed] 60. Power TJ, Costigan TE, Leff SS, et al. Assessing ADHD across settings: Contributions of behavioral assessment to categorical decision making. Journal of Clinical Child Psychology. 2001;30:399. [PubMed]
61. Power TJ, Soffer SL, Cassano MC, et al. Integrating pharmacological and psychosocial interventions for ADHD: An evidence-based, participatory approach. In: Evans S, Hoza B, editors. Treating attention-deficit/hyperactivity disorder. New York, NY: Civic Research Institute; in press.
62. Power TJ, Werba BE, Watkins MW, et al. Patterns of parent-reported homework problems among ADHD-referred and non-referred children. School Psychology Quarterly. 2006;21:13.
63. Raggi VL, Chronis AM. Interventions to address the academic impairment of children and adolescents with ADHD. Clin Child Fam Psychol Rev. 2006;9:85. [PubMed]
64. Rappaport N, Osher D, Greenberg-Garrison E, et al. Enhancing collaboration within and across disciplines to advance mental health programs in schools. In: West MD, Evans SW, Lever NA, editors. Handbook of School Mental Health: Advancing Practice and Research. New York: Kluwer Academic/Plenum Publishers; 2003. p. 107.
65. Rhode G, Morgan DP, Young KR. Generalization and maintenance of treatment gains of behaviorally handicapped students from resource rooms to regular classrooms using self-evaluation procedures. Journal of Applied Behavior Analysis. 1983;16:171. [PMC free article] [PubMed]
66. Robin AL. Training families with adolescents with ADHD. In: Barkley RA, editor. Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. 3. New York, NY: Guilford Press; 2006. p. 499.
67. Rogers MA, Wiener J, Marton I, et al. Parental involvement in children's learning: Comparing parents of children with and without Attention-Deficit/Hyperactivity Disorder (ADHD) Journal of School Psychology. 2009;47:167. [PubMed]
68*. Sheridan SM, Kratochwill TR. Conjoint behavioral consultation: Promoting family-school connections and interventions. 2. New York, NY US: Springer Science + Business Media; 2008.
69. Sheridan SM, Kratochwill TR, Bergan JR. Conjoint behavioral consultation: A procedural manual. New York, NY: Plenum Press; 1996.
70. Spires H, Stone D. The directed notetaking activity: A self-questioning approach. Journal of Reading. 1989;33:36.
71. Stephan SH, Weist M, Kataoka S, et al. Transformation of children's mental health services: The role of school mental health. Psychiatric Services. 2007;58:1330. [PubMed]
72. Sugai G, Horner R. The evolution of discipline practices: School-wide positive behavior supports. Child and Family Behavior Therapy. 2002;24:23.
73. Sugai G, Horner RH, Gresham F. Behaviorally effective school environments. In: Shinn MR, Walker HM, Stoner G, editors. Interventions for academic and behavior problems 2: Preventative and remedial approaches. Bethesda, MD: National Association of School Psychologists; 2002. p. 315.
74. Sugai G, Horner RH, Todd A, et al. School-wide positive behavior support. In: Bambara L, Kern L, editors. Individualized Supports for Students with Problem Behaviors: Designing Positive Behavior Plans. New York, NY: Guilford Press; 2005. p. 359.
75. Tresco KE, Lefler EK, Power TJ. Psychosocial Interventions to Improve the School Performance of Students with Attention-Deficit/Hyperactivity Disorder. Mind & Brain, the Journal of Psychiatry. 2010;1:69. [PMC free article] [PubMed]
76. Vazquez-Nuttall E, Li C, Kaplan JP. Home-school partnerships with culturally-diverse families: Challenges and solutions to school personnel. Journal of Applied School Psychology. 2006;22:81.
77*. Webster-Stratton C. The Incredible Years: A training series for the prevention and treatment of conduct problems in young children. In: Hibbs E, Jensen P, editors. Psychosocial treatments for child and adolescent disorders: Empirically based strategies for clinical practice. 2. Washington, D.C: American Psychological Association; 2005. p. 507.
78. Wilkinson LA. Supporting the inclusion of a student with Asperger's Syndrome: A case study using conjoint behavioural consultation and self management. Educational Psychology in Practice. 2005;21:307.
79. Zentall SS. Research on the educational implications of Attention Deficit Hyperactivity Disorder. Exceptional Children. 1993;60:143.