Selected Publications and Presentations

Elbert, J.C. Seale, T.W. & McMahon, E. (2001). Genetic influences on Behavior and Development. In C.E Walker & M.C. Doberts (Eds) (pp. 207-244) Handbook of Clinical Child Psychology, NY: John Wiley & Sons, Inc.

Elbert, J. C. (1999). Learning and motor skills disorders. In Netherton, S. D., & Holmes, D. (Eds), Child & adolescent psychological disorders: A comprehensive textbook (pp. 24-50). New York, NY, USA: Oxford University Press.

Lonigan, C. J., Elbert, J. C., & Johnson, S. B. (1998). Empirically supported psychosocial interventions for children: An overview. Journal of Clinical Child Psychology, 27(2), 138-145.

Discusses issues related to the identification of effective psychosocial interventions for children. Recent debate concerning differences between clinical trials research and clinical practice is summarized, including the trade-off between interpretability (internal validity) and generalizability (external validity) of outcome studies. This article serves as an introduction to the special issue of the journal containing articles that have as their focus the identification of empirically supported psychosocial interventions for children as part of a taskforce. The article provides an overview of the history, agenda, and methodology used by the taskforce to define and identify specific empirically supported interventions for children with specific disorders. Whereas a number of well-established or probably efficacious interventions are identified within the series, more work directed at closing the gap between research and practice is needed.

Elbert, J. (1995). Review of attention-deficit/hyperactivity disorder: Implications for identification and management. Journal of Psychological Practice, 1(2), 81-98.

Reviews the history and current characteristics of attention deficit hyperactivity disorder (ADHD), with a discussion of changes in diagnostic criteria, including current Mental Disorders-IV (DSM-IV) characteristics. Evidence for subtypes within ADHD (with and without hyperactivity), as well as co-occurrence with other internalizing and externalizing disorders and with specific learning disability are discussed. Implications for assessment include discussion of objective rating scales, behavioral observations, general and specialized psychometric assessment, and an overview of current consensus regarding management is provided.

Elbert, J. C. (1993). Occurrence and pattern of impaired reading and written language in children with attention deficit disorders. Annals of Dyslexia, 43, 26-43.

Investigated the occurrence and severity of reading, spelling, and written language impairment in 115 children (aged 6-22 yrs) referred for attention deficit hyperactivity disorder (ADHD). Specific questions involved (1) whether attention deficit disorder (ADD) subgroups with (+) and without (^) hyperactivity (H) differ in reading, spelling, and written language achievement, (2) whether age and gender interact with ADD sub-group class to affect reading and written language achievement, and (3) whether prevalence of impaired reading and written language in these subgroups is consistent with previous reports in heterogeneous samples. Ss were subclassified as ADD + H (61 boys and 22 girls) and ADD ^ H (25 boys and 7 girls). The ADD + H subgroup showed significantly poorer word attack skills, while the subgroups did not significantly differ from each other on other reading/written language measures.