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Resilience
In
Student
Education

Understanding Resilience Across the Transition to Middle School

For decades, research on ADHD has focused almost exclusively on the challenges and impairments students encounter, a narrative that tends to magnify children's limitations rather than illuminate their potential. Dr. Dvorsky (Principal Investigator) believes that every student has the capacity to embrace their resilience, and this requires recognizing the environmental opportunities and community influences. In partnership with Dr. Stephen Becker and the Center for ADHD at Cincinnati Children's Hospital Medical Center, RISE (Resilience in Student Education), a longitudinal, multi-method, and multi-informant study was developed to examine individual, social, and school-level risk and resilience mechanisms among students with ADHD across the critical transition to middle school, beginning in 5th grade. The RISE study examines how these promotive and protective processes differ for boys and girls, with the goal of working alongside schools, students, and families to develop future programming that supports student well-being, school engagement, and academic functioning for students experiencing difficulties with attention, disorganization, and hyperactivity/restlessness.

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Funded by a grant from the Institute of Education Sciences (IES)/U.S. Department of Education (R324A240155; PI: Dvorsky)

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The Theoretical and Methodological Approach to RISE

The RISE study is grounded in a risk-resilience framework that distinguishes between promotive factors, which independently support positive outcomes, and protective factors, which buffer or reduce the impact of risks such as executive functioning difficulties or emotion dysregulation. RISE follows students from the fall of fifth grade through the transition into seventh grade, using latent growth curve modeling to capture how these promotive and protective processes unfold and interact over time, and whether they operate differently for girls and boys with ADHD. The study also includes a Youth Advisory Board of adolescents with ADHD who partner with the research team to ensure that lived experience shapes how findings are interpreted and eventually translated into school-based assessment and intervention practices (Dvorsky & Becker, 2025).

Current Research Projects

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2025 Children's National Research Education Innovation Week:

(from left to right: Melissa Dvorsky, PhD (Director), August Matteis, MPS [Research Assistant], Sade Akinkouto, PhD, Elizabeth Kronthal. BA [Research Coordinator], Elizabeth Capps, PhD [Post-Doctoral Fellow], Charity Majusiak. MPS [Research Assistant), Grace Bartholomae. BS [Research Coordinator], Marzia Naqvi. BS [Research Coordinator], Aren Tucker. BA [Research Coordinator).

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Melissa Dvorsky, PhD 2026, American Professional Society of ADHD and Related Disorders (APSARD) Conference, San Diego, CA. Presentation on parental stigma and ADHD from the RISE study. 

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Grace Bartholomae & Melissa Dvorsky PhD, 2025 Association for Behavioral and Cognitive Therapies (ABCT) Conference, New Orleans, LA. 

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Children's National and Cincinnati Children's Team Reunion, Cincinnati OH, July 2024. 

Leveraging Technology to Engage Adolescents in Treatment 

While evidence-based behavioral treatments targeting executive functioning skills (e.g., organization, time management, planning) for adolescents with attention-deficit/hyperactivity disorder (ADHD) are well-established, these interventions most often fail to generalize across settings and over time. Lack of adolescent motivation and engagement, low between-session skills use, poor reward saliency, and low family involvement are key contributors to these limited effects. In collaboration with key stakeholders and software developers, Dr. Melissa Dvorsky (Principal Investigator) is leveraging digital health technology to develop, refine, and pilot an innovative tool for overcoming these notorious challenges impeding treatment adherence for adolescents with ADHD. She created the ATOM (Advanced Tools for Organization Management) a technology-enhanced organizational skills intervention for improving executive functioning skills acquisition and utilization, delivering in-vivo skills reinforcement, providing opportunities for immediate reinforcement, motivating adolescents with digital rewards, and monitoring students’ progress. The ultimate goal of this research is to develop a novel and scalable adaptive intervention that delivers personalized strategies for optimizing adolescent treatment engagement and skills utilization in real-time.

 

 

Funded by a K23 award from the National Institute of Mental Health (K23MH122839; PI: Dvorsky)

and previous funding from a UCSF Pilot Award in Basic and Clinical/Translational Sciences (PI: Dvorsky)

Identifying Risk & Protective Processes 

In order for interventions to be most effective, they need to be focused and streamlined, targeting factors that are the most relevant for the functional outcomes of youth and their families. Knowledge of what promotes resilience in youth with attention, behavior, or executive functioning challenges including youth with ADHD is critical to improving and developing adequate intervention and prevention programs. To address this gap, I recently conducted a systematic review and led several empirical studies to help further our understanding of how risk and protective factors affect relation between ADHD and academic adjustment in order to build theoretical models of optimal adjustment that can advance intervention efforts. Across multiple longitudinal studies with adolescents, I have demonstrated the importance of social (e.g., peer support, parent involvement) and internal (e.g., self-perceptions, motivation, reward response) processes for buffering against impairment for youth with ADHD. As part of a recent study funded by Virginia Foundation for Healthy Youth (VFHY), I am longitudinally evaluating promotive and protective factors that buffer against risks for academic, socio-emotional, and alcohol/substance use problems for adolescents with and without ADHD during the transition to college. (PI: Dvorsky) 

Web-Based Professional Development for School Mental Health Providers in Evidence-Based Practices for Attention and Behavior Challenges

Dr. Dvorsky is the lead technology and web developer for this project, responsible for creating and managing content and interactive features in the Salesforce Community Site (https://clsprogram.ucsf.edu) The purpose of this Goal 2 project funded by the Institute for Education Sciences (IES) in the US Department of Education is to develop a remote, web-based professional development program for school mental health providers to gain the skills needed to implement evidence-based practices for attention and behavior challenges in elementary school.

Funded by IES, R324A170338, PI: Pfiffner; Role: Consultant

A Digital Health Solution for Improving Parent Adherence to Behavioral Treatment for ADHD

Evidence-based behavioral treatments are well-established for youth with ADHD, but beneficial short and long-term effects depend on caregivers using recommended parenting strategies with their children in daily life contexts. Many barriers can interfere with caregiver adherence (e.g. lack of skill understanding, time constraints, forgetting). Dr. Linda Pfiffner (Principal Investigator) and Dr. Melissa Dvorsky (Co-Investigator) aim to develop, refine, and pilot test a novel and scalable mobile health solution designed to address barriers to caregiver adherence and increase sustained use of evidence-based parenting skills after in-person treatment ends. The tool is intended to engage caregivers through appealing and usable features such as video examples, interactive activities, templated behavior plan documents, automated reminders, navigation for personalized troubleshooting of problem areas, and motivational messaging for skill use. This project will yield feasibility data to inform subsequent larger-scale development and effectiveness projects designed to promote sustained ADHD treatment effects.

Funded by an award from the National Institutes of Mental Health (R34MH122222; PI: Pfiffner; Co-I: Dvorsky) and a UCSF Pilot Award for Established Investigators in Basic and Clinical/Translational Sciences

Community Engagement

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Montgomery County Department of Transportation (MCDOT) 2026 Safety Day. 

Rockville MD, May 2026. 

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Francis L. Cardozo Education Campus, Wellness Fest. 

Washington DC, May 2025. 

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YMCA Calomiris: Healthy Kids Day Event. 

Washington DC, April 2026. 

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Leckie Education Campus Wellness & Art Fair.

Washington DC, May 2025. 

Advanced
Tools for
Organization and Time
Management

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ADHD & Learning Differences Research Lab, 2022:

(from left to right: Michelle Harlan, BS, (Research Assistant), Amanda Steinberg, BS (Research Coordinator), Melissa Dvorsky, PhD (Director), Annie Groner (Undergraduate Research Assistant), Claire Huang (High School Student Mentee)

Melissa Dvorsky, PhD chairing a symposium and presenting on the ATOM intervention at the ISRCAP Meeting in London, UK. 

Amanda Steinberg, poster on the stakeholder co-development of ATOM at the 2023 World Congress of ADHD in Amsterdam.

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Amanda Steinberg, 2022 Children's National Research Innovation Week 

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Children's National Community Health Improvement Awards

from left to right: Aren Tucker. BA [Research Coordinator), Melissa Dvorsky, PhD (Director), Elizabeth Capps, PhD [Post-Doctoral Fellow], August Matteis, MPS [Research Assistant]. Awarded to Mr. Toxey (not in this picture) on the expansion of a school-based digital organization skills training intervention (ATOM) for students and families within Center City Public Schools (CCPCS).

Understanding the everyday experiences of families is essential to conducting research that truly reflects and benefits the communities it aims to serve.

Dr. Dvorsky's team has partnered with schools throughout the DC metro area, working closely with counselors, teachers, and administrators to reach families where they are. They have also engaged directly with community organizations, including local YMCA chapters, and participated in PTA events to share information about ongoing studies and connect with families face-to-face.

Publications

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  • ResearchGate
  • LinkedIn - Grey Circle
  • Twitter - Black Circle

​* Indicates mentored postdoc, graduate student, or research assistant author under my mentorship

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  1. Becker, S. P., Miller, S. A., Bartholomae, G. M., Kronthal, E., Capps, R. E., & Dvorsky, M. R. (in press). School environment and ADHD-related stigma in children with ADHD. Acta Psychologica.

  2. Morse, S. T., Gallagher, R., Volpe, R. J., Abikoff, H. B., Langberg, J. M., Dvorsky, M. R., Nissley-Tsiopinis, J., Mautone, J. A., & Power, T. J. (in press). Data-based decision making to improve organization, time management, and planning skills: Screening and progress monitoring tools. School Mental Health. 

  3. Green, C. D., Chan, E. S. M., Dvorsky, M. R., Baron, O. R., & Becker, S. P. (2026). Cultivating strengths: Extracurricular activity participation in relation to psychological wellbeing and social functioning in adolescents with and without ADHD. Research on Child and Adolescent Psychopathology, 54, 61. https://doi.org/10.1007/s10802-026-01458-7 [doi.org]

  4. Capps, R. E., Bartholomae, G., Kronthal, E., Miller, S. A., Becker, S. P., & Dvorsky, M. R. (2026). School engagement in Youth with ADHD. School Mental Health, 18, 285-300.

  5. Sibley, M. H., Graham, E. D., Holbrook, J. K., Dvorsky, M. R., Yeguez, C. E., Rosier, T., Coghill, D., Page, T. F., Fouche, R., & Demuth, J. (2026). Demographics, services, and practices in attention-deficit/hyperactivity disorder coaching in the US. JAMA Network Open, 9(1), e2552407. https://doi.org/10.1001/jamanetworkopen.2025.52407

  6. Becker, S. P., Miller, M. C., Crosby, E. S., & Dvorsky, M. R. (2026). Interpersonal needs in relation to depression and suicidal ideation in early adolescents: The moderating roles of ADHD and sex. Journal of Affective Disorders, 393, 120227.

  7. Dvorsky, M. R., & Becker, S. P. (2025). Identifying resilience promoting factors and sex differences in youth with ADHD across the transition to middle school. BMC Psychiatry, 25(1), 750.

  8. Lui, J. H. L., Marsh, N. P., Dvorsky, M. R., Ly, D., Oddo, L. E., Garner, A., & Chronis-Tuscano, A. (advanced online publication). Development and dissemination of online evidence-based information for youths with ADHD and their adult supports. Evidence-Based Practice in Child & Adolescent Mental Health, 1-17. https://doi.org/10.1080/23794925.2025.2457632

  9. Chan, E. S., Green, C. D., Dvorsky, M. R., Steinberg, A. H., Becker, S. P., & Langberg, J. M. (2025). What dimensions of school climate promote adaptive functioning in adolescents with ADHD? A prospective longitudinal study. Research in developmental disabilities, 157, 104903.

  10. Chan, E. S. M., Dvorsky, M. R., Green, C. D., Breaux, R., Becker, S. P., & Langberg, J. M. (2024). Predictors and mechanisms of resilience for high school students with ADHD: A prospective longitudinal study. Child Psychiatry & Human Development. https://doi.org/10.1007/s10578-024-01704-3. PMID: 38748322.

  11. Chung, S., Hawkey, E., Owens, E., Lai, J., Dvorsky, M. R., & Pfiffner, L. J. (2024). Feasibility study of a telehealth school-based behavioral parent training group program for ADHD. Journal of Pediatric Psychology, 49(10), 700-709.**Winner of the 2024 Diane Willis Award for Outstanding Paper

  12. Bansal, P. S., Meza, J. I., Chung, S., Henry, L. N., Dvorsky, M. R., Haack, L. M., Owens, E. B., & Pfiffner, L. J. (2024). The role of externalizing problems and empathy on the efficacy of the daily report card. School Mental Health, 17, 106-117. https://doi.org/10.1007/s12310-024-09699-x      

  13. Dvorsky, M. R., Shroff, D.*, Bonds, W. B. L.*, Steinberg, A.*, Breaux, R., & Becker, S. P. (2023). Impacts of COVID-19 on the school experience of children and adolescents with special educational needs and disabilities. Current Opinion in Psychology, 52, 101635. https://doi.org/10.1016/j.copsyc.2023.101635. PMID: 37451025.

  14. Breaux, R., Cash, A. R., Lewis, J., Garcia, K., Dvorsky, M. R., & Becker, S. P. (2023). Impacts of COVID-19 quarantine and isolation on child and adolescent social functioning. Current Opinion in Psychology, 52, 101613. https://doi.org/10.1016/j.copsyc.2023.101613. PMID: 37364468.

  15. Langberg, J. M., Dvorsky, M. R., Silvia, P., Labban, J. Anastopoulos, A. D. (2023). Clinical change mechanisms in the treatment of college students with ADHD: Trajectories and associations with outcomes. Behavior Therapy, 54(3), 444-460. https://doi.org/10.1016/j.beth.2022.11.003. PMID: 37088503

  16. Pfiffner, L. P., Dvorsky, M. R., Friedman, L. F., Haack, L., Chung, S., Charalel, J. M., Hawkey, E., Spiess, M. (2022). Development of a Web-Based Training Platform for School Clinicians in Evidence-Based Practices for ADHD. School Mental Health, 15, 49-66. https://doi.org/10.1007/s12310-022-09556-9. PMID: 36466742

  17. Dvorsky, M. R., Breaux, R., Langberg, J. M., & Becker, S. P. (2022). Adolescents with ADHD are at Increased Risk for COVID-19 Vaccine Hesitancy. Journal of Psychiatric Research, 152, 25-30. https://doi.org/10.1016/j.jpsychires.2022.06.005. PMID: 35714550

  18. Pfiffner, L. J., Dvorsky, M. R., Hawkey, E., Chung, S., Haack, L. M., & Owens, E. (2022). Improving Adherence to Behavioral Parent Training for ADHD Using Digital Health Tools. Journal of Psychiatry and Brain Science. e220005. https://doi.org/10.20900/jpbs.20220005. PMID: 36110580

  19. Dvorsky, M. R., Breaux, R., Cusick, C. N., Fredrick, J. W., Green, C., Steinberg, A.*, Langberg, J. M., Sciberras, E., & Becker, S. P. (2022). Coping with COVID-19: Longitudinal Impact of the Pandemic on Adjustment and Links with Coping for Adolescents with and without ADHD. Research in Child and Adolescent Psychopathology, 50, 605-619. DOI: 10.1007/s10802-021-00857-2. PMID: 34618271

  20. Morgan, J. E., Dvorsky, M. R., Meza, J. I, Schumacher, L., & Pfiffner, L. J. (2022). Co-occurring psychopathology moderates social skills improvement in a randomized controlled trial of a collaborative school-home intervention for children with ADHD. Journal of Clinical Child and Adolescent Psychology, 51(4), 543-555. DOI: 10.1080/15374416.2020.1815206. PMID: 32930610

  21. Barendse, M. E., Flannery, J., Cavanagh, C., Aristizabal, M., Becker, S. P., Berger, E., Breaux, R., Campione-Barr, N., Church, J. A., Crone, E. A., Dahl, R. E., Dennis-Tiwary, T. A., Dvorsky, M. R., Dziura, S., Ho, T. C., Killoren, S., Langberg, J. M., Larguinho, T., Magís-Weinberg, L., Michalska, K. J., Mullins, J. L., Nadel1, H., Aristizabal, M., Porter, B., Prinstein, M. J., Redcay, E., Rose, A., Rote, W., Roy, A. K., Sweijen, S. W., Telzer, E. H., Teresi, G. I., Thomas, A. G., & Pfeifer, J. H. (2022). Longitudinal change in adolescent depression and anxiety symptoms from before to during the COVID-19 pandemic: An international collaborative of 12 samples from 3 countries. Journal of Research on Adolescence, 33(1), 74-91. http://doi.org/10.1111/jora.12781. PMID: 35799311

  22. Fredrick, J., Nagle, K., Langberg, J. M., Dvorsky, M. R., Breaux, R., & Becker, S. P. (2022). Rumination as a Mechanism of the Longitudinal Association between COVID-19-Related Stress and Internalizing Symptoms in Adolescents. Child Psychiatry & Human Development, 55(2), 531-540. https://doi.org/10.1007/s10578-022-01435-3. PMID: 36076118.

  23. Lewis, J., Hayakumar, S., Breaux, R., Dvorsky, M. R., Langberg, J. M., & Becker, S. P. (2022). Prospective Examination of Psychological Trauma among Adolescents during the COVID-19 Pandemic. Psychological Trauma: Theory, Research, Practice, and Policy, 15(3), 404-414. https://doi.org/10.1037/tra0001311. PMID: 35862087

  24. Roy, A. K., Breaux, R., Sciberras, E., Patel, P., Ferrara, E., Shroff, D. M., Cash, A. R., Dvorsky, M. R., Langberg, J. M., Quach, J., Melvin, G., Jackson, A., & Becker, S. P. (2022). A preliminary examination of key strategies, challenges, and benefits of remote learning expressed by parents during the COVID-19 pandemic. School Psychology, 37(2), 147-159. https://doi.org/10.1037/spq0000465. PMID: 35266770

  25. Breaux, R., Dunn, N., Langberg, J. M., Cusick, C., Dvorsky, M. R., & Becker, S. P. (2022). COVID-19 Resulted in Lower Grades for Male High School Students and Students with ADHD. Journal of Attention Disorders, 26(7), 1011-1017. DOI: 10.1177/10870547211044211. PMID: 34696611

  26. Groenman, A., Hornstra, P., Steenhuis, L., Aghbati, A., Boyer, B., Buitelaar, J., Chronis-Tuscano, A., Daley, D., Dehkordian, P., Dvorsky, M. R. … Hoofdakker. (2021). An Individual Participant Data Meta-analysis: Behavioral Treatments for Children and Adolescents With Attention-Deficit/Hyperactivity Disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 61(2), 144-158.                DOI: https://doi.org/10.1016/j.jaac.2021.02.024. PMID: 33932495

  27. Dvorsky, M. R., Tamm, L., Denton, C. A., Epstein, J. N., Schatschneider, C. (2021). Trajectories of response to treatments in children with ADHD and word reading difficulties. Research on Child and Adolescent Psychopathology, 49, 1015-1030. DOI: 10.1007/s10802-021-00815-y. PMID: 33772416

  28. Becker, S. P., Dvorsky, M. R., Breaux, R., Cusick, C. N., Taylor, K. P., & Langberg, J. M. (2021). Prospective Examination of Adolescent Sleep Patterns and Disturbances Before and During COVID-19. SLEEP, 44(8), 1-11. DOI: 10.1093/sleep/zsab054. PMID: 33631014

  29. Breaux, R., Dvorsky, M. R., & Becker, S. P. (2021). ADHD in COVID-19: Risk, Resilience, and the Rapid Transition to Telehealth. The ADHD Report, 21(2), 1-9. DOI: 10.1521/adhd.2021.29.2.1.

  30. Eddy, L. D., Anastopoulos, A., Dvorsky, M. R., Silvia, P., Labban, J., Langberg, J. M. (2021). An RCT of a CBT Intervention for College Students with ADHD: Functional Outcomes. Journal of Clinical Child and Adolescent Psychology, 50(6), 844-857. https://doi.org/10.1080/15374416.2020.1867989. PMID: 33617367

  31. Breaux, R., Dvorsky, M. R., Marsh, N. P., Green, C. D., Cash, A. R., Shroff, D. M., Buchen, N., Langberg, J. M., & Becker, S. P. (2021). Prospective Impact of COVID-19 on Mental Health Functioning in Adolescents with and without ADHD: Protective Role of Emotion Regulation Abilities. Journal of Child Psychology and Psychiatry, 62(9), 1132-1139. DOI: 10.1111/jcpp.13382. PMID: 33543486

  32. Becker, S. P., Webb, K. L., & Dvorsky, M. R. (2021). Initial examination of the bidirectional associations between sluggish cognitive tempo and internalizing symptoms in children, Journal of Clinical Child & Adolescent Psychology, 50(2), 258-266. DOI: 10.1080/15374416.2019.1630836. PMID: 31251086

  33. Dvorsky, M. R., Breaux, R. & Becker, S. P. (2021). Finding ordinary magic in extraordinary times: Child and adolescent resilience during the COVID-19 Pandemic. European Child & Adolescent Psychiatry, 30, 1829-1831. DOI: 10.1007/s00787-020-01583-8. PMID: 32613259

  34. Pfiffner, L. J., Dvorsky, M. R., & Kaiser, N. (2021). Behavioral parent training. In Dulcan's textbook of child and adolescent psychiatry (2nd ed.). American Psychiatric Association Publishing. https://doi.org/10.1176/appi.books.9781615374809.md40

  35. Dvorsky, M. R., Friedman, L., Spiess, M. I., & Pfiffner, L. J. (2020). Patterns of Parental Adherence and the Association to Child and Parenting Outcomes Following a Multi-Component School-Home Intervention for Youth with ADHD, Behavior Therapy, 52(3), 745-760. DOI: 10.1016/j.beth.2020.09.007. PMID: 33990247

  36. Becker S. P., Dvorsky, M. R., Tamm, L., & Willoughby, M (2020). Preschool neuropsychological predictors of school-aged sluggish cognitive tempo and inattentive behaviors. Research on Child and Adolescent Psychopathology, 49, 197-210. DOI: 10.1007/s10802-020-00728-2. PMID: 33369703

  37. Becker, S. P., Breaux, R., Cusick, C. N., Dvorsky, M. R., Marsh, N. P., Sciberras, E., & Langberg, J. M. (2020). Remote learning during COVID-19: Examining school practices, service continuation, and difficulties for adolescents with and without ADHD. Journal of Adolescent Health, 67(6), 769-777. DOI: https://doi.org/10.1016/j.jadohealth.2020.09.002. PMID: 33069580

  38. Friedman, L. M., Dvorsky, M. R., McBurnett, K., & Pfiffner, L. J. (2020). Do Parents’ ADHD Symptoms Affect Treatment for their Children? The Impact of Parental ADHD on Adherence to Behavioral Parent Training for Childhood ADHD. Journal of Abnormal Child Psychology, 48(11), 1425-1437. DOI: 10.1007/s10802-020-00672-1. PMID: 32813210  

  39. Green*, C. D., Dvorsky, M. R., Langberg, J. M., Jones, H. A., & Floyd, A. L. (2020). The Impact of Social Determinants of Health on the Efficacy of School-Based Interventions for Adolescents with ADHD. School Mental Health, 12, 580-594. DOI.10.1007/s12310-020-09367-w. PMID: 34093886

  40. Corona, R., Dvorsky, M. R., Romo, S., Parks, A. M., Bourchtein, E., Smith, Z. R., Avila, M., & Langberg, J. M. (2020). Integrating tobacco prevention skills into an evidence-based intervention for adolescents with ADHD: Results from a pilot efficacy randomized controlled trial. Journal of Abnormal Child Psychology, 48, 1439-1453. DOI: 10.1007/s10802-020-00689-6. PMID: 32778992

  41. Meza, J. I., Friedman, L. M., Dvorsky, M. R., Kass, P., Chabbra, D., & Pfiffner, L. J. (2020). Outcomes of school-home intervention for attention and behavior problems: Teacher adherence matters. School Mental Health, 12, 703-715. DOI.10.1007/s12310-020-09378-7. PMID: 34589157

  42. Langberg, J. M., Molitor, S. J., *Oddo, L., *Eadeh, H. M., Dvorsky, M. R., & Becker, S. P. (2020). Prevalence, patterns, and predictors of sleep problems and daytime sleepiness in young adolescents with Attention-Deficit/Hyperactivity Disorder. Journal of Attention Disorders, 24(4), 509-523. DOI: 10.1177/1087054717690810. PMID: 28162039

  43. Pfiffner, L. J., Dvorsky, M. R., Haack, L. M., Friedman, L., Spiess, M. I., Morgan, J., Chung, S., & Griest, S. (2020). 42.3 Development of a web-based training platform for school clinicians in evidence-based practices for ADHD. Journal of the American Academy of Child & Adolescent Psychiatry, 59(10, Suppl.), S209. https://doi.org/10.1016/j.jaac.2020.07.796

  44. Dvorsky, M. R., Becker S. P., Tamm, L., & Willoughby, M. (2019). Testing the longitudinal structure and change in sluggish cognitive tempo and inattentive behaviors from early through middle childhood. Assessment, 28(2), 380-394. DOI: 10.1177/1073191119872247. PMID: 31680544

  45. Friedman, L. M., McBurnett, K., Dvorsky, M. R., Hinshaw, S. P., & Pfiffner, L. J. (2019). Comorbid Specific Learning Disorder confers treatment resistance for children with Attention-Deficit/Hyperactivity Disorder, Predominantly Inattentive Presentation. Journal of Clinical Child and Adolescent Psychology, 49(6), 854-867. DOI: 10.1080/15374416.2019.1644647. PMID: 31433688

  46. Dvorsky, M. R. & Langberg, J. M. (2019). Predicting impairment in college students with Attention-Deficit/Hyperactivity Disorder: The role of executive functions. Journal of Attention Disorders, 23(13), 1624-1636. DOI: 10.1177/1087054714548037. PMID: 25234039

  47. Dvorsky, M. R. & Langberg, J. M. (2019). Cigarette and E-Cigarette Use and Social Perceptions over the Transition to College: The Role of ADHD Symptoms. Psychology of Addictive Behaviors, 33(3), 318-330. DOI: 10.1037/adb0000450. PMID: 30869922

  48. Molitor, S. J. & Dvorsky, M. R. (2019). Ethical considerations for assessing parent mental health during child assessment services. Ethics & Behavior, 29(2), 87-100. DOI: 10.1080/10508422.2018.1482746. PMID: 34168418.

  49. Breaux, R. P, Langberg, J. M., Molitor, S. J., Dvorsky, M. R, Bourchtein, E., Smith, Z., & Green, C. (2019). Predictors and trajectories of response to the Homework, Organization, and Planning Skills (HOPS) intervention for adolescents with ADHD. Behavioral Therapy, 50, 140-154. DOI: 10.1016/j.beth.2018.04.001. PMID: 30661554.

  50. Dvorsky, M. R., Langberg, J. M., Becker, S. P., & Evans, S. W. (2019). Trajectories of global self-worth in adolescents with ADHD: Associations with academic, emotional, and social outcomes. Journal of Clinical Child and Adolescent Psychology, 48(5), 765-780. DOI: 10.1080/15374416.2018.1443460. PMID: 29714502.

  51. Dvorsky, M. R., Kofler, M. J., Burns, G. L., Luebbe, A. M., Garner, A. A., Jarrett, M. A., Soto, E. F., & Becker, S. P. (2018). Factor structure and criterion validity of the five Cs model of positive youth development in a multi-university sample of college students. Journal of Youth and Adolescence, 48(3), 537-553. DOI: 10.1007/s10964-018-0938-y. PMID: 30298222

  52. Becker. S. P., Dvorsky, M. R., Holdaway, A., & Luebbe, A. (2018). Sleep problems and suicidal behaviors in college students. Journal of Psychiatric Research, 99, 122-128. DOI: 10.1016/j.jpsychires.2018.01.009. PMID: 29448236.

  53. Langberg, J. M., Dvorsky, M. R., Molitor, S. J., Bourchtein, E., Eddy, L. D., Smith, Z. R., *Oddo, L., & *Eadeh, H. M. (2018). Overcoming the Research-to-Practice Gap: A Randomized Trial with Two Brief Homework and Organization Interventions for Students with ADHD as Implemented by School Mental Health Providers. Journal of Consulting and Clinical Psychology, 86(1), 39-55. DOI: 10.1037/ccp0000265. PMID: 29172596.

  54. Langberg, J. M., Smith, Z. R., Dvorsky, M. R., Molitor, S. J., Bourchtein, E., Eddy, L. D., *Eadeh, H. M., & *Oddo, L. E (2017). Factor Structure and Predictive Validity of a Homework Motivation Measure for use with Middle School Students with Attention-Deficit/Hyperactivity Disorder (ADHD). School Psychology Quarterly, 33(3), 390-398. DOI: 10.1037/SPQ0000219. PMID: 28857597

  55. Dvorsky, M. R., & Langberg, J. M. (2016). A review of factors that promote resilience in youth with ADHD and ADHD symptoms. Clinical Child and Family Psychology Review, 19(4), 368-391. DOI: 10.1007/s10567-016-0216-z. PMID: 27747466

  56. Molitor, S. J., Langberg, J. M., Evans, S. W., Dvorsky, M. R., Bourchtein, E., Eddy, L. D., Smith, Z. R., & Oddo, L. E. (2016). Evaluating the factor validity of the Children’s Organizational Skills Scale in youth with ADHD. School Mental Health, 9(2), 143-156. DOI: 10.1007/s12310-016-9205-0. PMID: 28983327

  57. Dvorsky, M. R., Langberg, J. M., Evans, S. W., & Becker, S. P. (2016). The protective effects of social factors on the academic functioning of adolescents with ADHD. Journal of Clinical Child and Adolescent Psychology, 47(5), 713-726. DOI: 10.1080/15374416.2016.1138406. PMID: 26954373

  58. Dvorsky, M. R., Langberg, J.M., Molitor, S. P., & Bourchtein, E. (2016). Clinical utility and predictive validity of parent and college student symptom ratings in predicting an ADHD diagnosis. Journal of Clinical Psychology, 72(4), 401-418. DOI: 10.1002/jclp.22268. PMID: 26919681

  59. Langberg, J. M., Dvorsky, M. R., Molitor, S., Bourchtein, E., Eddy, L., Smith, Z., Schultz, B., & Evans, S.W. (2016). Longitudinal evaluation of the importance of homework completion for the academic performance of middle school students with ADHD. Journal of School Psychology, 55, 27-38. DOI: 10.1016/j.jsp.2015.12.004. PMID: 26931065

  60. Molitor, S. J., Langberg, J. M., Bourchtein, E., Eddy, L. D., Dvorsky, M. R., Evans, S. W. (2015). Writing Abilities Longitudinally Predict Academic Outcomes of Adolescents with ADHD. School Psychology Quarterly, 31(3), 393-404. DOI: 10.1037/spq0000143. PMID: 26783650

  61. Eddy, L. D., Dvorsky, M. R., Molitor, S. J., Bourchtein, E., Smith, Z., *Oddo, L. E., *Eadeh, H. M., & Langberg, J. M. (2015). Longitudinal evaluation of the cognitive-behavioral model of ADHD in a sample of college students with ADHD. Journal of Attention Disorders. Advance online publication. DOI: 10.1177/1087054715616184. PMID: 26637840

  62. Girio-Herrera, E., Dvorsky, M. R., Owens, J. S. (2015). Mental health screening in kindergarten youth: A multi-study examination of the concurrent and diagnostic validity of the impairment rating scale. Psychological Assessment, 27, 215-227. DOI: 10.1037/a0037787. PMID: 25222431

  63. Langberg, J. M., Dvorsky, M. R., *Kipperman, K. L., Molitor, S. J., & Eddy, L. D. (2015). Alcohol use longitudinally predicts adjustment and impairment in college students with ADHD: The role of executive functions. Psychology of Addictive Behaviors, 29(2), 444-454. DOI: 10.1037/adb0000039. PMID: 25347020

  64. Langberg, J. M., Dvorsky, M. R., Becker, S. P., & Molitor, S. J. (2014). School maladjustment and external locus of control predict the daytime sleepiness of college students with ADHD. Journal of Attention Disorders. Advance online publication. DOI: 10.1177/1087054714529818. PMID: 24756174

  65. Langberg, J. M., Becker, S. P., Dvorsky, M. R., & Luebbe, A. M. (2014). Are sluggish cognitive tempo and daytime sleepiness distinct constructs? Psychological Assessment, 26(2), 586-597. DOI: 10.1037/a0036276. PMID: 24611789.

  66. Becker, S. P., Langberg, J. M., Luebbe, A. M., Dvorsky, M. R., & Flannery, A. J. (2014). Sluggish cognitive tempo is associated with academic functioning and internalizing symptoms in college students with and without attention-deficit/hyperactivity disorder. Journal of Clinical Psychology, 70, 388-403. DOI: 10.1002/jclp.22046. PMID: 24114716

  67. Langberg, J. M., Dvorsky, M. R., Becker, S. P., & Molitor, S. J. (2014). The impact of daytime sleepiness on the school performance of college students with ADHD: A prospective longitudinal study. Journal of Sleep Research, 23, 318-325. DOI: 10.1111/jsr.12121. PMID: 24372786

  68. Langberg, J. M., Becker, S. P., & Dvorsky, M. R. (2014). The association between sluggish cognitive tempo and academic functioning in youth with Attention-Deficit/Hyperactivity Disorder (ADHD). Journal of Abnormal Child Psychology, 42, 91-103. DOI: 10.1007/s10802-013-9722-3. PMID: 23359145

  69. Langberg, J. M., Dvorsky, M. R., & Evans, S. W. (2013). What specific facets of executive function are associated with the academic functioning in youth with Attention-Deficit/Hyperactivity Disorder? Journal of Abnormal Child Psychology, 41(7), 1145-1159. DOI: 10.1007/s10802-013-9750-z. PMID: 23640285

  70. Langberg, J. M., Dvorsky, M. R., Marshall, S., & Evans, S. W. (2013). Clinical implications of daytime sleepiness for the academic performance of middle school age adolescents with ADHD. Journal of Sleep Research, 22(5), 542-548. DOI: 10.1111/jsr.12049. PMID: 23509927

  71. Splett, J. W., Fowler, J., Weist, M. D., McDaniel, H. L., & Dvorsky, M. R. (2013). The critical role of school psychology in the school mental health movement. Psychology in the Schools, 50(3), 245-258. DOI: 10.1002/pits.21677. PMID: 30774154

  72. DeLoach, K. P., Dvorsky, M. R., George, M. R., Miller, E., Weist, M. D., Kern, L. (2012). Interdisciplinary collaboration in launching a large-scale intervention research study in schools. School Psychology Communique, 40(6), 10-11.

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Publicatios

Melissa R. Dvorsky, Ph.D.

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