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Browsing by Author "Langberg, Joshua M."

Now showing 1 - 4 of 4
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    COVID-19 Resulted in Lower Grades for Male High School Students and Students With ADHD
    Breaux, Rosanna; Dunn, Nicholas C.; Langberg, Joshua M.; Cusick, Caroline N.; Dvorsky, Melissa R.; Becker, Stephen P. (2021-10-26)
    Objective: Researchers have speculated that the COVID-19 pandemic may expand the academic performance gap experienced by at-risk students. We examined learning experiences during the 2020 to 2021 school year and the impact the pandemic has had on high school student grade point average (GPA), including predictors of change in GPA from 2019-2020 to 2020-2021. Method: Participants were 238 adolescents (55.5% male), 49.6% with attention-deficit/hyperactivity disorder (ADHD), in the United States. Adolescents reported on their GPAs via online surveys. Results: GPA significantly decreased on average from 2019-2020 to 2020-2021 school year. ADHD status and biological sex significantly moderated change-students with ADHD and male students reported decreased GPA, whereas students without ADHD and female students' GPA did not change. Low income and Black/Latinx students had lower GPAs in both school years. Conclusion: It is imperative that additional supports be provided for at-risk students to help them catch up on missed learning during the pandemic.
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    Exploration of Clinician Adherence and Competency as Predictors of Treatment Outcomes in a School-Based Homework and Organization Intervention for Students with ADHD
    Breaux, Rosanna; Willis, Kelcie D.; Eadeh, Hana-May; Bourchtein, Elizaveta; McCowan, Alissa; Langberg, Joshua M. (Springer, 2021-02-27)
    Addressing the complex homework and organization problems faced by students with attention-deficit/hyperactivity disorder (ADHD) must be balanced with ensuring that interventions are feasible to implement. The Homework, Organization, and Planning Skills (HOPS) intervention was developed to be a brief intervention implemented in typical school settings with minimal training/support required for school clinicians. Given this, it is critical to explore how clinician adherence and competency relate to student outcomes. Participants included 107 adolescents with ADHD (Mage = 11.95, SD = 1.04; 69% male; 57% on ADHD medication) who participated in the HOPS intervention. Path analyses examined the relation between clinician adherence (fidelity to session content, session length) and competency (e.g., empathic, enthusiastic, calm, collaborative), controlling for baseline scores of the outcome measure and other relevant therapeutic processes (parent and adolescent engagement, working alliance). Clinician fidelity and competency were inversely related, such that highly competent clinicians had lower fidelity to the HOPS content. Importantly, clinician competency was a significant predictor of fewer parent-reported adolescent organizational problems and a higher percentage of assignments turned in post-HOPS, whereas clinician fidelity was unrelated to treatment outcomes. Session length was inversely related to parent-reported homework performance, such that longer session length was associated with worse homework outcomes. Findings suggest that school clinician competency is an important factor in predicting positive treatment outcomes for youth who participate in school-based homework and organization interventions. Training to help school clinicians improve their competency including being more empathetic, calm, motivating, and collaborative with students, and to help them flexibly implement school-based interventions is warranted.
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    Prospective Examination of Adolescent Sleep Patterns and Behaviors Before and During COVID-19
    Becker, Stephen P.; Dvorsky, Melissa R.; Breaux, Rosanna; Cusick, Caroline N.; Taylor, Katherine P.; Langberg, Joshua M. (Oxford University Press, 2021-02-25)
    Study objectives: To prospectively examine changes in adolescent sleep before and during the COVID-19 pandemic in adolescents with and without ADHD. Methods: Participants were 122 adolescents (ages 15-17; 61% male; 48% with ADHD). Parents reported on adolescents' sleep duration and difficulties initiating and maintaining sleep (DIMS); adolescents reported on sleep patterns, sleep duration, delayed sleep/wake behaviors, and daytime sleepiness before (September 2019-February 2020) and during (May-June 2020) COVID-19. Adolescents also reported on their health behaviors, COVID-19-related negative affect, and difficulties concentrating due to COVID-19. Results: Parents reported adolescents had more DIMS during COVID-19 than before COVID-19, with clinically-elevated rates increasing from 24% to 36%. Both bedtimes and waketimes shifted later during COVID-19, and adolescents reported more delayed sleep/wake behaviors. Adolescents also reported less daytime sleepiness and longer school night sleep duration during COVID-19. In considering differences between adolescents with and without ADHD, adolescents with ADHD did not experience an increase in school night sleep duration and were less likely to obtain recommended sleep duration during COVID-19. In the full sample, controlling for ADHD status, COVID-19-related sadness/loneliness was associated with increases in DIMS, and spending less time outside and more COVID-19-related worries/fears were associated with increases in delayed sleep/wake behaviors during COVID-19. Conclusions: COVID-19 had negative and positive impacts on adolescent sleep. Adolescents with ADHD did not experience the benefit of increased school night sleep duration during COVID-19 like adolescents without ADHD. Negative affect and health behaviors may be useful intervention targets for reducing negative impacts of COVID-19 for adolescent sleep.
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    Prospective impact of COVID-19 on mental health functioning in adolescents with and without ADHD: protective role of emotion regulation abilities
    Breaux, Rosanna; Dvorsky, Melissa R.; Marsh, Nicholas P.; Green, Cathrin D.; Cash, Annah R.; Shroff, Delshad M.; Buchen, Natalie; Langberg, Joshua M.; Becker, Stephen P. (Wiley, 2021-02-04)
    Background: The impact of chronic stressors like the COVID-19 pandemic is likely to be magnified in adolescents with pre-existing mental health risk, such as attention-deficit/hyperactivity disorder (ADHD). This study examined changes in and predictors of adolescent mental health from before to during the COVID-19 pandemic in the Southeastern and Midwestern United States. Methods: Participants include 238 adolescents (132 males; ages 15–17; 118 with ADHD). Parents and adolescents provided ratings of mental health symptoms shortly before the COVID-19 pandemic and in spring and summer 2020. Results: Adolescents on average experienced an increase in depression, anxiety, sluggish cognitive tempo, inattentive, and oppositional/defiant symptoms from pre-COVID-19 to spring 2020; however, with the exception of inattention, these symptoms decreased from spring to summer 2020. Adolescents with ADHD were more likely than adolescents without ADHD to experience an increase in inattentive, hyperactive/impulsive, and oppositional/defiant symptoms. Adolescents with poorer pre-COVID-19 emotion regulation abilities were at-risk for experiencing increases in all mental health symptoms relative to adolescents with better pre-COVID-19 emotion regulation abilities. Interactive risk based on ADHD status and pre-COVID-19 emotion regulation abilities was found for inattention and hyperactivity/impulsivity, such that adolescents with ADHD and poor pre-COVID-19 emotion regulation displayed the highest symptomatology across timepoints. Lower family income related to increases in inattention but higher family income related to increases in oppositional/defiant symptoms. Conclusions: The early observed increases in adolescent mental health symptoms during the COVID-19 pandemic do not on average appear to be sustained following the lift of stay-at-home orders, though studies evaluating mental health across longer periods of time are needed. Emotion dysregulation and ADHD increase risk for sustained negative mental health functioning and highlight the need for interventions for these populations during chronic stressors. Results and clinical implications should be considered within the context of our predominately White, middle class sample.