Current Research Projects
Evaluating Physical Health of College Students with ADHD and the Acute Effects of Exercise on Cognition and Mood
The objectives for this line of research are to (a) document and report on the health characteristics of college students with ADHD (e.g., body composition, muscular strength, sleep quality) and (b) evaluate the acute or immediate effects of sprint interval training (SIT) on objective measures of executive functioning and mood in college students with ADHD. We are collaborating with Dr. Derek Smith in the UW Kinesiology Department. Eventually, we hope to examine the chronic effects of exercise on ADHD symptoms as well as compare the efficacy of exercise to stimulant medication.
The objectives for this line of research are to (a) document and report on the health characteristics of college students with ADHD (e.g., body composition, muscular strength, sleep quality) and (b) evaluate the acute or immediate effects of sprint interval training (SIT) on objective measures of executive functioning and mood in college students with ADHD. We are collaborating with Dr. Derek Smith in the UW Kinesiology Department. Eventually, we hope to examine the chronic effects of exercise on ADHD symptoms as well as compare the efficacy of exercise to stimulant medication.
Evaluating Treatments for ADHD in College Students
This area of interest actually consists of three separate areas of study.
The first involves evaluating an on-going CBT treatment program we are conducting for UW students who are interested in receiving psychosocial treatment for their ADHD diagnosis. The lab currently has one publication under review regarding this work:
The second area of study is regarding evaluating the effectiveness of specific parts of the psychosocial treatment program we offer to UW students with ADHD. For his thesis, Patrick LaCount is studying the effectiveness of teaching students with ADHD only the organization and time management skills portions of the treatment program.
The final area of interest involves a new grant that Dr. Hartung was awarded. The funding will be used to evaluate the differences between an organization and time management skills training and cognitive training programs in college students with ADHD. Cognitive training will be conducted using the popular online service Lumosity.
This area of interest actually consists of three separate areas of study.
The first involves evaluating an on-going CBT treatment program we are conducting for UW students who are interested in receiving psychosocial treatment for their ADHD diagnosis. The lab currently has one publication under review regarding this work:
- LaCount, P. A., Hartung, C. M., Shelton, C. R., Clapp, J. D. & Clapp, T. K. W., Preliminary evaluation of a psychosocial treatment for college students with attention-deficit/hyperactivity disorder (ADHD). Submitted to special issue of Cognitive and Behavioral Practice on 10-07-13.
The second area of study is regarding evaluating the effectiveness of specific parts of the psychosocial treatment program we offer to UW students with ADHD. For his thesis, Patrick LaCount is studying the effectiveness of teaching students with ADHD only the organization and time management skills portions of the treatment program.
The final area of interest involves a new grant that Dr. Hartung was awarded. The funding will be used to evaluate the differences between an organization and time management skills training and cognitive training programs in college students with ADHD. Cognitive training will be conducted using the popular online service Lumosity.
Providing School-Based Support for Secondary Students with ADHD
The specific aims of this study are to evaluate the effectiveness of a grade-wide implementation of the organization and planning elements of the Challenging Horizons Program (CHP). The possible contributions from this study are far reaching since the CHP program was originally developed to be used within a subset of students with ADHD, who are in either middle school or junior high.
Parts of this study were recently presented at the 45th Annual Association for Behavioral and Cognitive Therapies Convention.
Currently, the lab is in talks with the developer of the CHP program to expand the program into more schools within the state of Wyoming and possible within Colorado as well.
The specific aims of this study are to evaluate the effectiveness of a grade-wide implementation of the organization and planning elements of the Challenging Horizons Program (CHP). The possible contributions from this study are far reaching since the CHP program was originally developed to be used within a subset of students with ADHD, who are in either middle school or junior high.
Parts of this study were recently presented at the 45th Annual Association for Behavioral and Cognitive Therapies Convention.
- LaCount, P. A., Shelton, C. R., Clapp, T. K. W. & Hartung, C. M. (2013, November). Grade-wide implementation of the Challenging Horizons Program in a middle-school. Discussion led at the 45th meeting of the Association for Behavioral and Cognitive Therapies, Nashville, Tennessee.
Currently, the lab is in talks with the developer of the CHP program to expand the program into more schools within the state of Wyoming and possible within Colorado as well.
Establishing Developmentally Sensitive Criteria for ADHD in Emerging Adults
The specific aims will be to determine (a) which self-reported criteria have utility for the identification of ADHD-related impairment and (b) which collateral-reported criteria have similar utility in ADHD in emerging adulthood (i.e., ages 18 to 25). This contribution is significant because the identification of emerging adults who are experiencing significant ADHD-related impairment will allow better identification of affected individuals, appropriate initiation of treatment, prevention of risk behaviors, and a valid measure for biomedical and treatment outcome research.
The specific aims will be to determine (a) which self-reported criteria have utility for the identification of ADHD-related impairment and (b) which collateral-reported criteria have similar utility in ADHD in emerging adulthood (i.e., ages 18 to 25). This contribution is significant because the identification of emerging adults who are experiencing significant ADHD-related impairment will allow better identification of affected individuals, appropriate initiation of treatment, prevention of risk behaviors, and a valid measure for biomedical and treatment outcome research.
Understanding Bystanders' Behaviors in Response to Bullying
The purpose of this study is to examine whether making children aware that other children are also against bullying and would like to intervene will increase the likelihood that a child will intervene in a bullying altercation.
The purpose of this study is to examine whether making children aware that other children are also against bullying and would like to intervene will increase the likelihood that a child will intervene in a bullying altercation.