Research and Education for ADHD in Childhood Development (REACH) Lab

Jung, H. J., Shi, C., Dever, B., Kern, L., & DuPaul, G. J. (August 2023). Parenting Stress Moderates Link between ADHD-Related Behaviors and Parent Attributions Regarding Child Behavior. Poster presented at the annual meeting of the American Psychological Association, Washington, DC. 

Satlow, T., DuPaul, G. J., Weyandt, L., Anastopoulos, A. (February, 2023). Gender Differences in Service-Seeking Strategies for College Students with ADHD. Paper presented at the National Association of School Psychologists annual conference. Denver, CO. 

Morse, S. Margherio, S., DuPaul, G. J., & Evans, S. (February, 2023). Postsecondary Outcomes of a School-Based Intervention for Adolescents with ADHD. Paper presented at the National Association of School Psychologists annual conference. Denver, CO. See presentation here.

Franklin-Gillette, S., Rosenthal, E., DuPaul, G.J, & Kern, L. (November, 2022). Sensory Processing Challenges in Young Children with ADHD. Poster presented at the ADHD Special Interest Group at the annual meeting of the Association for Behavioral and Cognitive Therapies, NYC.

Franklin-Gillette, S., Dever, B., Rosenthal, E., Anastopoulos, A., Weyandt, L, & DuPaul, G. (November, 2022). ADHD Knowledge and Perceived Symptom Impact on Social Relationships in College Students with ADHD. Poster presented at the annual meeting of the Association for Behavioral and Cognitive Therapies, NYC.

Rosenthal, E., Franklin-Gillette, S., Jung, H., & DuPaul, G. J. (April, 2022). Children with ADHD had more COVID-related symptoms during the first months of the pandemic but fewer face-to-face healthcare appointments. Poster Presentation at the Society for Pediatric Psychology Annual Conference. Phoenix, AZ. 

Ahn, J.H., Comis, M.P., DuPaul, G.J., & Hughes, T.L. (February, 2022). Virtual Classroom Management for Teachers and Parents.  Practitioners Conversation at the National Association For School Psychologists Annual Conference. Boston, MA.

Ahn, J.H., Gross, Y., Jung, H.J., & DuPaul, G.J. (February, 2022). Rendered Invisible: Mental Health Needs of Asian American Students. Paper Presentation at the National Association For School Psychologists Annual Conference. Boston, MA.

Power, T., DuPaul, G. J., Cleminshaw, C., Chunta, A. (February, 2022). How Inattention and Hyperactivity Contribute to Child Self-Esteem. Paper Presentation at the National Association For School Psychologists Annual Conference. Boston, MA.

Chunta, A., Ahn, J.H, Chen, R., & Clarke, S. (February, 2022). Supporting Caregivers of Children At-Risk for ADHD Through Optimism Training. Practioners Conversation at the National Association For School Psychologists Annual Conference. Boston, MA.

Franklin-Gillette, S., Rosenthal, E., Chunta, A., & DuPaul, G. J. (February, 2022). Early Academic Skill Challenges in Children At-Risk for ADHD. Paper Presentation at the National Association For School Psychologists Annual Conference. Boston, MA.

Chunta, A., Jung, H., Zimmerman, C., & DuPaul, G.J. (February, 2022). Self-Regulation and Social Behavior Differences in Preschoolers At-Risk for ADHD. Paper Presentation at the National Association For School Psychologists Annual Conference. Boston, MA.

Jung, H. & DuPaul, G. J. (February, 2022). Latent Risk Profiles of College Students with and without ADHD. Paper Presentation at the National Association For School Psychologists Annual Conference. Boston, MA. 

Rosenthal, E., Franklin-Gillette, S., Feinberg, M., & DuPaul, G. (November, 2021). Sibling relationships and ADHD: Reducing aggression through an interpersonal skills intervention. Poster Presentation at the Association for the Behavioral and Cognitive Therapies (ABCT) Annual Conference. New Orleans, LA.

Rosenthal, E.,* Franklin-Gillette, S., & DuPaul, G. J. (April, 2021). General Wellbeing in Siblings of Children with Special Health Care Needs. Poster Presentation at the Society for Pediatric Psychology Annual Conference (SPPAC), Minneapolis, MN. See poster here.
*SPPAC 2021 Student Poster Award

Morse, S.T., Capps, E., Evans, S.W., DuPaul, G.J., & Owens, J.S. (February, 2021). Understanding Social Skills Improvements in Intervention for Adolescents with ADHD. Poster Presentation at the annual meeting of the National Association of School Psychologists (NASP), Salt Lake City, UT. See poster here.

DuPaul., G.J., Evans, S.W., Owens, J.S., Cleminshaw, C. L. (February, 2021). Intervention for Adolescents with ADHD: Academic and Social Functioning Effects. Paper presentation at the annual meeting of the National Association of School Psychologists (NASP), Salt Lake City, UT. See presentation here.

Ahn, J. H. & DuPaul, G. J. (February, 2021). Academic Self-Efficacy Miscalibration in High School Students with ADHD. Paper presentation at the annual meeting of the National Association of School Psychologists (NASP), Salt Lake City, UT. See presentation here. 

Nelson, A. K., Chunta, A. M., Franklin-Gillette, S., DuPaul, G. J., & Kern, L. (February, 2021). BPT on Emotional and Social Concerns for Children with ADHD. Poster Presentation at the annual meeting of the National Association of School Psychologists (NASP), Salt Lake City, UT. See poster here.

Chunta, A. & DuPaul, G.J. (February, 2021). The Relationship of Diagnostic Label and Teacher Self-Efficacy on Teacher Choice of Classroom Intervention for Students with Attention-Deficit/Hyperactivity Disorder and Learning Disabilities. Paper Presentation at the annual meeting of the National Association of School Psychologists (NASP), Salt Lake City, UT.

Rosenthal, E., Franklin-Gillette, S., Nelson, A., & DuPaul, G.J. (February, 2021). Behavior Problems and School Engagement: Social Problems as a Mediator. Poster to be presented at the annual meeting of the National Association of School Psychologists (NASP), Salt Lake City, UT.

Franklin-Gillette, S. Wood, C., Rosenthal, E., & DuPaul, G. J. (February, 2021). Leveraging School Involvement to Help Students Cope with Global Crises. Poster presented at the annual meeting of the National Association of School Psychologists (NASP), Salt Lake City, UT.

Ahn, J.H. & DuPaul, G.J. (August, 2020). Digital media use, ADHD symptoms, and parental monitoring in pre-adolescents. Poster presentation at the annual meeting of the American Psychological Association (APA), Washington D.C.

Chunta, A., DuPaul, G.J., Kern, L., & Cleminshaw, C. (August, 2020) Immersive Virtual Reality and Optimism Training to Enhance Behavioral Parent Training for ADHD. Poster presentation at the annual meeting of the American Psychological Association (APA), Washington D.C.

Rosenthal, E., Franklin-Gillette, S. & DuPaul, G. (November, 2020). The allostatic load of adverse events and its impact on youth mental health. Poster Presentation at the Association for Behavioral and Cognitive Therapies (ABCT) Annual Conference. Philadelphia, PA.

Franklin-Gillette, S. Rosenthal, E., & DuPaul, G. (November, 2020). The role of classroom environment on prosocial behavior in emotional support classrooms. Poster Presentation at the Association for Behavioral and Cognitive Therapies (ABCT) Annual Conference. Philadelphia, PA.

Nelson, A. K., & DuPaul, G.J. (2020, November). Interactive Effects of Neighborhood Safety and Family Conflict on Achieved Sleep Duration in Children. Poster presented at the annual meeting of the Association for Behavioral and Cognitive Therapies (ABCT), Philadelphia, PA. See poster here.

Ahn, J. H., Chunta, A.M., DuPaul, G.J, & Kern, L. (2020, November). The Impact of Behavioral and Optimistic Parenting Training and Immersive Virtual Reality on Parental Affiliate Stigma. Poster presented at the annual meeting of the Association for Behavioral and Cognitive Therapies (ABCT), Philadelphia, PA.

Ahn, J. H. & DuPaul, G. J. (2020, August). Digital media use, ADHD symptoms, and parental monitoring in pre-adolescents. Poster presented at the annual meeting of the American Psychological Association (APA), Washington D.C.

Franklin-Gillette, S., Rosenthal, E., Nelson, A., & DuPaul, G. J.  (August 2020). Sleep Problems as an amplifier: The relationship between dysregulation and rule-breaking behavior. Poster presented at the American Psychological Association Annual (APA) Conference. Washington, D.C. 

Chunta, A.M., Cleminshaw, C., Kipperman, K.L., & DuPaul, G.J. (2020, February). Risk and resilience: Impact of environment on ADHD and aggression. Paper presented at the annual convention of the National Association of School Psychologists, Baltimore, MD.

DuPaul, G.J., Power, T.J., Fu, Q., Anastopoulos, A.D., & Reid, R. (2020, February). ADHD parent and teacher ratings: Measurement invariance across child characteristics. Paper presented at the annual convention of the National Association of School Psychologists, Baltimore MD.

Power, T.J., Evans, S.W., Pelham, W.E., Owens, J.S., Mautone, J., & DuPaul, G.J. (2020, February). New guidelines for assessment and intervention for children with ADHD.Special session at the annual convention of the National Association of School Psychologists, Baltimore, MD.

Ahn, J. & DuPaul., G.J. (2019, November). ADHD symptoms as predictors of TBI risk in children. Poster presented at the 53rd annual convention of the Association for Behavioral and Cognitive Therapies, Atlanta GA.

Benson, K., Evans, S.W., DuPaul, G.J., & Owens, J.S. (2019, November). Organization skills training for adolescents with ADHD: Evidence for shorter and more frequent sessions. Paper presented at the 53rd annual convention of the Association for Behavioral and Cognitive Therapies, Atlanta GA.

Capps, R.E., Margherio, S.M., Monopoli, W.J., Evans, S.W., DuPaul, G.J., & Owens, J.S. (2019, November). Risky romantic relationship behaviors of adolescents with ADHD: The role of emotion dysregulation. Poster presented at the 53rd annual convention of the Association for Behavioral and Cognitive Therapies, Atlanta GA.

Cleminshaw, C.L., DuPaul, G.J., Chunta, A., & Patterson, H. (2019, November). Interactive effects of ADHD symptoms and trauma exposure on executive functioning in children. Poster presented at the 53rd annual convention of the Association for Behavioral and Cognitive Therapies, Atlanta GA.

DuPaul, G.J., Kern, L., Daffner-Deming, M., & Cleminshaw, C. (2019, November). Digital technology to enhance access to and generalization of behavioral parent education for ADHD. Paper presented at the 53rd annual convention of the Association for Behavioral and Cognitive Therapies, Atlanta GA.

Margherio, S.M., Evans, S.W., Owens, J.S., & DuPaul, G.J. (2019, November). Reduced prevalence of alcohol use disorders following a training intervention for adolescents with ADHD. Poster presented at the 53rd annual convention of the Association for Behavioral and Cognitive Therapies, Atlanta GA.

Daffner, M.S., DuPaul, G.J., & Busch, C.Z. (2019, November). Understanding and promoting the transition to college for students with ADHD. Paper presented at the annual convention of Children and Adults with ADHD (CHADD), Philadelphia PA.

Capps, E., Evans, S.W., Benson, K., DuPaul, G.J., & Owens, J.S. (2019, November). Predictors of attendance at a school-based parent training intervention for adolescents with ADHD. Poster presented at the annual Conference on Advancing School Mental Health, Austin TX.

Franklin-Gillette, S., DuPaul, G. J., Fu, Q., & Fogt, J. (in press). Peer Influence in a School for Youth With Emotional and Behavioral Disorders. Journal of Emotional and Behavioral Disorders. 

Rosenthal, E., Franklin-Gillette, S., Jung, H. J., Nelson, A., Evans, S. W., Power, T. J., Yerys, B. E., Dever, B. V., Recker, E., & DuPaul, G. J. (in press). Impact of COVID-19 on Youth with ADHD: Predictors and Moderators of Response to Pandemic Restrictions on Daily Life. Journal of Attention Disorders.

DuPaul., G. J. Gormley, M. L., & Daffner-Deming, M. (in press). School-based intervention for elementary students with attention-deficit/hyperactivity disorder: Effects on academic functioning. Child and Adolescent Psychiatric Clinics of North America. 

DuPaul, G. J., Evans, S. W., Sarno Owens, J., Cleminshaw, C. L., Kipperman, K., Qiong, F., & Benson, K. (in press). School-based intervention for adolescents with attention-deficit/hyperactivity disorder: Effects on academic functioning.  Journal of School Psychology. 

Rosenthal, E., Franklin-Gillette, S., & DuPaul, G.J. (in press). Pediatric siblings of children with special health care needs: Well-being outcomes and the role of family resilience. Children's Health Care.

Monopoli, W.J., Evans, S.W., Benson, K., Allan, N.P., Owens, J.S., DuPaul, G.J., & Bunford, N. (in press). Assessment of a conceptually-informed measure of emotion dysregulation: Evidence of construct validity vis a vis impulsivity and internalizing symptoms in adolescents with ADHD. International Journal of Methods in Psychiatric Research. 

Margherio, S.M., Brickner, M.A. Evans, S.W., Owens, J.S., DuPaul, G.J., & Allan, N.P. (in press). The role of emotion regulation in alcohol use among adolescents with ADHD. Psychology of Addictive Behaviors. 

Chelsea L. Hustus, Steven W. Evans, Julie Sarno Owens, Kari Benson, Allyse A. Hetrick, Kristen Kipperman & George J. DuPaul. (2020) An Evaluation of 504 and Individualized Education Programs for High School Students With Attention Deficit Hyperactivity Disorder. School Psychology Review.

Cleminshaw, C. L., DuPaul, G. J., Kipperman, K. L., Evans, S. W., & Owens, J. S. (2020). Social deficits in high school students with attention-deficit/hyperactivity disorder and the role of emotion dysregulation. School Psychology, 35(4), 233–242.

Margherio, S. M., Capps, R. E., Monopoli, W. J., Evans, S.W., Hernandez-Rodriguez, M., Owens, J. S., & DuPaul, G. J. (2020). Romantic relationships and sexual behavior among adolescents with ADHD. Journal of Attention Disorders.

DuPaul, G.J. (2020). Adult ratings of child ADHD symptoms: Importance of race, role, and context. Journal of Abnormal Child Psychology. Advance online publication. [Invited commentary]

DuPaul, G.J., Fu, Q., Anastopoulos, A.D., Reid, R., & Power, T.J. (in press). ADHD parent and teacher symptom ratings: Differential item functioning across gender, age, race, and ethnicity. Journal of Abnormal Child Psychology.

DuPaul, G.J., Evans, S.W., Mautone, J.A., Owens, J.S., & Power, T.J. (2020). Future directions for psychosocial interventions for children and adolescents with ADHD. Journal of Clinical Child & Adolescent Psychology, 49, 134-145.

DuPaul, G.J. & Cleminshaw, C.L. (in press). Principles and practices that promote positive guidance in early childhood. In V.C. Alfonso & G.J. DuPaul (Eds.), Healthy development in young children: Evidence-based interventions for early education. Washington, D.C.: American Psychological Association.

DuPaul, G.J., Nastasi, B.K., & Power, T.J. (in press). Succeeding during your later career in university settings. In R.G. Floyd & T.L. Eckert (Eds.), Handbook of university and professional careers in school psychology. New York: Routledge.

Bunford, N., Dawson, A.E., Evans, S.W., Ray, A.R., Langberg, J.M., Owens, J.S., DuPaul, G.J., & Allan, D. (in press). The Difficulties in Emotion Regulation Scale-Parent report: A psychometric investigation examining adolescents with and without ADHD. Assessment.

Daffner, M. S., DuPaul, G. J., Kern, L., Cole, C.L., & Cleminshaw, C. L. (2019).Enhancing social skills of young children with ADHD: Effects of a sibling-mediated intervention. Behavior Modification.

Anastopoulos, A.D., Beal, K.K., Reid, R.J., Reid, R., Power, T.J., & DuPaul, G.J.(2018). Impact of child and informant gender on parent and teacher ratings of attention-deficit/hyperactivity disorder. Psychological Assessment. 30(10), 1390.

Danielson, M. L., Vissser, S. N., Chronis-Tuscano, A., & DuPaul, G. J. (2018). A national description of treatment among U.S. children and adolescents with ADHD. Journal of Pediatrics, 192, 240-246.

DuPaul, G.J., Morgan, P.L., Farkas, G., Hillemeier, M.M., & Maczuga, S. (2018). Eight-year latent class trajectories of academic and social functioning in children with attention-deficit/hyperactivity disorder. Journal of Abnormal Child Psychology, 46, 979-992.

DuPaul, G.J., Kern, L., Belk, G., Custer, B., Daffner, M., Hatfield, A., & Peek, D. (2018. Face-to-face vs. online behavioral parent training for young children at-risk for ADHD: Treatment engagement and outcomes. Journal of Clinical Child and Adolescent Psychology. 47(sup1), S369-S383.

DuPaul, G.J., Kern, L., Belk, G., Custer, B., Hatfield, A., Daffner, M., & Peek, D. (2018). Promoting parent engagement in behavioral intervention for young children with ADHD: Iterative treatment development. Topics in Early Childhood Special Education, 38, 42-53.

DuPaul, G.J., Franklin, M.K., Pollack, B.L., Fletcher, K.S., Jaffe, A.R., Gormley, M.J., Anastopoulos, A.D., & Weyandt, L.L. (2018). Predictors and trajectories of educational functioning in college students with and without attention-deficit/hyperactivity disorder. Journal of Postsecondary Education and Disability, 31, 161-178.

Anastopoulos, A.D., DuPaul, G.J., Weyandt, L.L., Morrissey-Kane, E., Sommer, J.L., Rhoads, L.H., Murphy, K.R., Gormley, M.J., & Gudmundsdottir, B.G. (2018). Rates and patterns of comorbidity among first-year college students with ADHD. Journal of Clinical Child & Adolescent Psychology, 47, 236-247.

Gormley, M.J., Pinho, T., Pollack, B., Puzino, K., Franklin, M., Busch, C., DuPaul, G.J., Weyandt, L.L., & Anastopoulos, A.D. (2018). Impact of study skills and parent education on first-year GPA among college students with and without ADHD: A moderated mediation model. Journal of Attention Disorders, 22, 334-348.

Pollack, B., DuPaul, G.J., Weyandt, L.L., & Anastopoulos, A.D. (2017). Social group membership and risk-taking behaviors among college students with ADHD symptoms. Journal of Postsecondary Education and Disability.

Curby, T.W., Berke, E., Alfonso, V.C., Blake, J., DeMarie, D., DuPaul, G.J., Flores, R., Hess, R.S., Howard, K., Lepore, J.C., & Subotnik, R.F. (2017). Kindergarten teacher perceptions of kindergarten readiness: The importance of social-emotional skills. Perspectives on Early Childhood Psychology and Education, 2, 115-135.

DuPaul, G.J., Dahlstrom-Hakki, I., Gormley, M.J., Fu, Q., Pinho, T.D., & Banerjee, M. (2017). College students with ADHD and LD: Effects of support services on academic performance. Learning Disabilities Research & Practice, 32, 246-256.

Pinho, T.D., DuPaul, G.J., Manz, P.H., Weyandt, L.L., & Anastopoulos, A.D. (2017). Predictors and moderators of quality of life among college students with ADHD. Journal of Attention Disorders. DOI:10.1177/1087054717734645.

Krehbiel, C., DuPaul, G.J., & Hoffman, J.A. (2017). A validation study of ASA24 Kids, 2014 version, at school lunch. Journal of the Academy of Nutrition and Dietetics, 117, 715-724.

Weyandt, L.L., Oster, D., Gudmundsdottir, G., DuPaul, G.J., & Anastopoulos, A.D. (2017). Neuropsychological functioning in college students with and without ADHD. Neuropsychology, 31, 160-172.

Zakszeski, B.N. & DuPaul, G.J. (2017). Reinforce, shape, expose, and fade: A review of treatments for selective mutism (2005-2015). School Mental Health, 9, 1-15.

DuPaul, G.J., Pinho, T.D., Pollack, B.L., Gormley, M.J., & Laracy, S.D. (2017). First-year college students with ADHD and/or LD: Differences in engagement, positive core self-evaluation, school preparation, and college expectations. Journal of Learning Disabilities, 50, 238-251.

Gormley, M.J., DuPaul, G.J., Anastopoulos, A.D., & Weyandt, L.L. (2017). First year GPA and academic service use among college students with and without ADHD. Journal of Attention Disorders. 23(14), 1766-1779.

Power, T.J., Watkins, M.W., Anastopoulos, A.D., Reid, R., Lambert, M.C., & DuPaul, G.J. (2017). Multi-informant assessment of ADHD symptom-related impairments among children and adolescents. Journal of Clinical Child & Adolescent Psychology, 46, 661-674.

DuPaul, G.J., Reid, R., Anastopoulos, A.D., Lambert, M.C., Watkins, M.W., & Power, T.J. (2016). Parent and teacher ratings of attention-deficit/hyperactivity disorder symptoms: Factor structure and normative data. Psychological Assessment, 28, 214-225.

DuPaul, G.J., Morgan, P.L., Farkas, G., Hillemeier, M.M. & Maczuga, S. (2016). Academic and social functioning associated with attention-deficit/hyperactivity disorder: Latent class analyses of trajectories from kindergarten to fifth grade. Journal of Abnormal Child Psychology, 44, 1425-1438.

Pollack, B., Hojnoski, R., DuPaul, G.J., & Kern, L. (2016). Play behavior differences among preschoolers with ADHD: Impact of comorbid ODD and anxiety. Journal of Psychopathology and Behavioral Assessment, 38, 66-75.

DuPaul, G.J., Kern, L., Caskie, G.I.L., & Volpe, R.J. (2015). Early intervention for young children with ADHD: Predictors of academic and behavioral outcomes. School Psychology Review, 44, 3-20.

Gormley, M.J. & DuPaul, G.J. (2015). Teacher to teacher consultation: Facilitating consistent and effective intervention across grade levels for students with ADHD. Psychology in the Schools, 52,124-138.

Aliza Jaffe Sass is a recent graduate PhD student from the School Psychology program. She graduated from Washington University in St. Louis in 2015, where she earned her B.A. in Psychology and Education Studies. Aliza’s research interests include assessment and intervention for ADHD in emerging adulthood, as well as the promotion of integrated behavioral health services for children with chronic medical and behavioral health conditions. Aliza worked as a pediatric psychology extern at the Children’s Hospital of Philadelphia and Nemours/A I DuPont Hospital for Children. She did pre-doctoral internship at the Children’s Hospital of Philadelphia for the 2020-2021 year and her postdoctoral fellowship at the Children's Hospital of Philadelphia. Contact: arj215@lehigh.edu

Chelsea Busch is a recent graduate PhD student from the School Psychology program.  She graduated from the University of Pittsburgh in 2010, where she earned her a dual bachelor’s degree in Psychology and Creative Nonfiction. Chelsea’s research interests include substance use behaviors in young adults with ADHD as well as the integration of psychology services into pediatric primary care in underserved patient populations. Chelsea completed her dissertation examining the relationship between psychological distress and substance use behaviors of college students with and without ADHD. She was a pediatric psychology extern at the Children’s Hospital of Philadelphia and Nemours/A.I. duPont Hospital for Children. She completed her pre-doctoral psychology internship at Nemours/A.I. duPont Hospital for Children during the 2020-2021 academic year and her postdoctoral fellowship in early childhood and integrated primary care. Contact: chz213@lehigh.edu

Kristen Kipperman is a sixth year doctoral student in the School Psychology program specializing in pediatric psychology. She graduated Magna Cum Laude from the University of Maryland, College Park, in 2012, where she earned her bachelor’s of science degree in Psychology with a minor in Human Development. Kristen’s research interests include parent engagement in intervention for children and adolescents with ADHD. Her dissertation is using a person-centered approach to identify profiles within families participating in a school-based intervention for adolescents with ADHD. It aims to determine whether profile membership and/or implementation fidelity predicts parent engagement in intervention. She hopes to expand this area of interest into pediatric populations experiencing chronic medical conditions. Kristen worked as a pediatric psychology extern at the Children’s Hospital of Philadelphia and Nemours/A.I. duPont Hospital for Children and completed predoctoral psychology internship at MetroHealth Medical Center during the 2020-2021 academic. She is now working on her postdoctoral fellowship at MetroHealth. Contact: klk415@lehigh.edu; kristenkipperman@gmail.com

Molly Daffner-Deming is a recent graduate from the School Psychology program. Her clinical and research interests include evidence-based and family-based interventions for children with neurodevelopmental, disruptive behavior, and anxiety disorders. She is also interested in exploring how to best support children and their families during major developmental transition periods. For her master’s thesis, she investigated the efficacy of a sibling-mediated intervention for increasing positive social behaviors of children with ADHD. For her dissertation, Molly examined the influence of background characteristics, pre-college achievement, and college integration variables on the academic functioning of college freshmen with ADHD. She completed an APA-accredited predoctoral psychology internship at Harvard Medical School/Judge Baker Children's Center and is currently a postdoctoral fellow at the Lurie Center for Autism at Massachusetts General Hospital.

Kristen Stack (formerly Fletcher) graduated with her B.A. in Psychology from Cornell University in 2013 and will be graduating from the School Psychology program in 2020. Kristen’s research and professional interests focus on academic achievement and motivation among students with disabilities. Kristen is currently completing her internship at Pennsbury School District in Bucks County, PA. Contact: ksf214@lehigh.edu; kristen.f.stack@gmail.com

Brittany Kennedy (formerly Pollack) graduated with her PhD from the School Psychology program in 2017. She previously attended the University of Maryland, College Park, where she graduated in 2012 with a dual bachelor’s degree in Psychology and Family Science. Her research and professional interests include facilitating school success for students with externalizing and internalizing behaviors, as well as bridging the gaps between school, home, and community services. Currently, Brittany is splitting her time between two positions, including a school-based position at CORA Services in Philadelphia and a clinic-based position at Growth Opportunity Center in Southampton, PA. Contact: brittanypollack12@gmail.com 

Katrina (Hermetet) Lindsay graduated with her PhD from the School Psychology program in 2015. During her time at Lehigh, she participated in the Pediatric School Psychology Leadership grant. She previously received her Masters degree in Cognitive Development in the Psychology Department at Lehigh University, and her Bachelor’s degree in Psychology at Mount Union College (Summa cum Laude). She completed her pre-doctoral internship at Rutgers University Behavioral Healthcare and Robert Wood Johnson Medical School. She completed her pediatric psychology fellowship at Akron Children’s Hospital. She is now a licensed clinical psychologist in the state of Ohio, as well as a Nationally Certified School Psychologist (NCSP). Her research interests include the incorporation of school psychologists in pediatric settings, academic success for children with Tourette Disorder and LGBTQIA service provision. She is the co-president of the Pediatric School Psychology interest group at NASP. Currently, Katrina serves as the clinical director of the School Success Clinic, as well as the Tic & Tourette Service at Akron Children’s Hospital (Akron, Ohio). In April 2020, she will begin a new role as director of the Pediatric Psychology Fellowship. Contact: klindsay@akronchildrens.org 

Maria E. Golden (formerly Hoff) graduated with her PhD from the School Psychology program in 2018 following a pre-doctoral internship in Pediatric and Clinical Psychology with Geisinger Medical Center. She then completed a postdoctoral fellowship with Geisinger in Integrated Primary Care and the Sleep Clinic. She previously attended the University of Pittsburgh where she graduated in 2011 with a bachelor’s degree in Applied Developmental Psychology. She then attended Millersville University where she graduated in 2014 with a master’s in Psychology and Certification in School Psychology following an internship with the School District of Philadelphia. She is a nationally certified school psychologist (NCSP). Her research and professional interests include facilitating home, school, and medical care coordination and consultation, integrating behavioral health services for children with chronic medical conditions and behavioral health needs, and increasing access to evidence based care and promotion of adherence to interventions/recommendations. Currently, Maria is a pediatric psychologist with the Children’s Hospital of Philadelphia in the Acquired Autonomic Dysfunction Program. Contact: goldenme@email.chop.edu 

Matthew J. Gormley graduated with his Ph.D. in School Psychology in 2016 following a pre-doctoral internship at the Munroe Meyer Institute in Omaha, Nebraska. He completed a postdoctoral fellowship in Integrated Primary Care at Geisinger Medical Center. His research focuses on developmentally appropriate interventions that build collaboration between families, schools, and healthcare settings to support students with ADHD across their academic careers (e.g., elementary, secondary, and post-secondary). Currently, Matthew is an Assistant Professor in the Department of Educational Psychology department at the University of Nebraska – Lincoln and a Licensed Psychologist in the state of Nebraska.Contact: mgormley2@unl.edu 

Georgia D. Bomgardner (formerly Belk) graduated with her Ph.D. in School Psychology in May 2019 after completing a pre-doctoral internship at Lehigh Valley Charter High School for the Arts in Bethlehem, PA.  She then completed a postdoctoral internship (finishing in 2020) with the same organization, where she serves as a secondary school psychologist with responsibilities including mental health support and programming; consultation with students, teachers, and families around academics, mental health, and behavior; crisis management; and community outreach. Georgia is a Nationally Certified School Psychologist, state certified in PA, and is working toward state licensure in PA.  Her current research endeavors are community and action based, including collective impact work with Resilient Lehigh Valley to promote Trauma Informed approaches within the community.  Additionally, Georgia serves as an adjunct professor for Lehigh’s counseling masters’ program, where she currently teaches Inclusion of Individuals with Disabilities.  Contact: georgiabomgardner@gmail.com

Beth A. Custer graduated with her Ph.D. in special education in May of 2018.  Prior to this, she earned a dual Bachelor of Science in elementary education and special education in 2004 from Bloomsburg University of Pennsylvania  and completed her Master’s degree in special education from Alvernia in 2009. Her research focuses on implementing positive behavioral interventions to improve outcomes for youth who exhibit challenging behavior. Currently, Beth is a Training and Consultation Specialist at The Boggs Center on Developmental Disabilities. She promotes the use of positive behavioral supports through training and technical assistance with schools involved in the NJ Positive Behavior Supports in Schools project, which is a partnership between the New Jersey State Department of Education, Office of Special Education Programs, and The Boggs Center.  She also is an adjunct faculty member in the special education department at Monmouth University. Contact: bethacuster@gmail.com

Kristina Puzino graduated with her PhD from the School Psychology program in 2018 following a pre-doctoral internship in Pediatric and Clinical Psychology with Penn State Milton S. Hershey Medical Center. She then completed a postdoctoral fellowship with Penn State Milton S. Hershey Medical Center within the Sleep Research and Treatment Center. She previously attended Siena College where she graduated in 2011 with a Bachelor’s degree in Psychology. She then attended Saint Joseph’s University where she graduated in 2013 with a Master’s of Science degree in Experimental Psychology. Her research focuses on the assessment and treatment needs of youth with coexisting neurodevelopmental and sleep disorders, with an emphasis on developing and evaluating evidence-based behavioral sleep interventions. She is a Nationally Certified School Psychologist, state-certified in PA, and is working toward her license as a clinical psychologist. Kristina will soon begin her new role as an Assistant Professor at Penn State Milton S. Hershey Medical Center within the Department of Psychiatry and Behavioral Health as well as the Sleep Research and Treatment Center. Contact: kpuzino@pennstatehealth.psu.edu

Allyse A. Hetrick graduated with her Ph.D. in Special Education in May 2018. She graduated from West Chester University of Pennsylvania with a dual degree in Elementary and Special Education in 2007 and earned her Master’s degree in Special Education from Lehigh University in 2010.  Her research interests include effective interventions that reduce behavior problems and promote academic success and emotional well-being.  Currently, Allyse serves as a Postdoctoral Research Associate in the Anita Zucker Center for Excellence in Early Childhood Studies at the University of Florida.  She is also a Project Coordinator for BEST in CLASS – Elementary, an IES-funded study investigating the effects of a Tier 2 intervention designed to enhance and support teachers’ use of effective instructional practices that can help prevent children’s challenging behaviors and support learning. Contact: allyse.hetrick@coe.ufl.edu