Project
PASSJitendra, A.K., DuPaul, G.K., Volpe, R.J., Tresco, K.E., Vile Junod, R.E., Lutz, J.G., Cleary, K.S., Flammer, L.M., & Mannella, M.C. Consultation-based academic intervention for children with ADHD: School functioning outcomes. School Psychology Review, in press.
Erchul, W.P., DuPaul, G.J., Grissom, P.F., Vile Junod, R.E., Jitendra, A.K., Mannella, M.C., Tresco, K.E., Flammer, L.M., & Volpe, R.J. (2007). Relationships among relational communication processes and consultation outcomes for students with ADHD. School Psychology Review , 36, 111-129.
DuPaul, G.J., Jitendra, A.K., Volpe, R.K., Tresco, K.E., Lutz, J.G., Vile Junod, R.E., Cleary, K.S., Flammer, L.M., & Mannella, M.C.(2006) Consultation-based academic interventions for children with ADHD: Effects on reading and mathematics achievement. Journal of Abnormal Child Psychology, 35, 633-646.
DuPaul, G.J., Jitendra, A.K., Tresco, K.E., Vile Junod, R.E., Volpe, R.J., & Lutz, J.G. (2006). Children with attention deficit hyperactivity disorder: Are there gender differences in school function? School Psychology Review, 35, 292-308.
Vile Junod, R.E., DuPaul, G.J., Jitendra, A.K., Volpe, R.J., & Cleary, K.S. (2006). Classroom observations of students with and without ADHD: Differences across types of engagement. Journal of School Psychology, 44, 87-104.
Volpe, R.J., DuPaul, G.J., DiPerna, J.C., Jitendra, A.K., Tresco, K.E., & Vile Junod, R.E. (2006). Attention deficit hyperactivity disorder and scholastic achievement: A model of mediation via academic enablers. School Psychology Review, 35, 47-61.
Mautone, J., DuPaul, G.J., & Jitendra, A.K. (2005). The effects of computer-assisted instruction on the mathematics performance of children with Attention-Deficit/Hyperactivity Disorder. Journal of Attention Disorders, 9, 301-312.
DuPaul, G.J., Volpe, R.J., Jitendra, A.K., Lutz, J.G., Lorah, K.S., & Gruber, R.(2004). Elementary school students with AD/HD: Predictors of academic achievement. Journal of School Psychology, 42, 285-301. [Article of the Year Award for Journal of School Psychology]
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