Ricardo Eiraldi, PhD
Areas of expertise: Assessment and treatment of ADHD, Implementation of mental health evidence-based practices in non-traditional settings, School mental health, Children and adolescents with ADHD
Locations: Specialty Care, 3550 Market Street
About Ricardo Eiraldi, PhD
Titles
Program Director, Behavioral Health in Urban Schools Program
Professor of Clinical Psychology in Pediatrics, Perelman School of Medicine at the University of Pennsylvania
Awards and Honors
2018, Nominated to be a member of the Dissemination & Implementation Research in Health (DIRH) NIH study Section
2017, Invited to take part in discussions in Understanding Key Evidence Gaps in the Treatment of Anxiety Disorders in Children, Adolescents, and Young Adults: A PCORI Stakeholder Workshop, July 2017, Washington DC
2016, Member AcademyHealth
2013 - Awarded competitive two-week course, Translational Health Disparities: Integrating Principles of Science, Practice and Policy in Health Disparities Research, by the National Institute on Minority Health and Health Disparities (NIMHD)
1990, Magna Cum Laude, Temple University
Leadership and Memberships
Memberships in Professional Organizations
2000-present, American Psychological Association - Division 53, Clinical Child Psychology
2008-present, National Association of School Psychologists
2017-present, Association for Behavioral and Cognitive Therapies
2017-present, Association for Positive Behavior Support
2018-present, Peer Health Exchange, Advisory Board
Editorial and Academic Positions
Editorial positions
Reviewer
2015-present, BMC Health Services
Academic and Institutional Committees
2014-present, Psychology Fellowship Advisory Committee, Department of Child and Adolescent Psychiatry and Behavioral Science
2008-present, Scientific Review Committee, Division of Developmental and Behavioral Pediatrics, Department of Pediatrics
2005-present, Education Committee, Department of Child and Adolescent Psychiatry and Behavioral Sciences
1996-present, Training Advisory Committee, Department of Psychology
Research Interests
Dissemination and implementation of mental health evidence-based practices in schools
Education & training
Undergraduate Degree
BA in Psychology - Temple University, Philadelphia, PA
Graduate Degree
PhD in Clinical Psychology - Hahnemann University, Philadelphia, PA
Internship
Pediatric Psychology - Children's Seashore House, Philadelphia, PA
Publications
Publications
2022
Eiraldi, R.; McCurdy, B. L.; Khanna, M. S.; Goldstein, J.; Comly, R.; Francisco, J.; Rutherford, L. E.; Wilson, T.; Henson, K.; Farmer, T.; Abbas F. Jawad. Development and evaluation of a remote training strategy for the implementation of mental health evidence-based practices in rural schools: pilot study protocol. Pilot and Feasibility Studies, 8:128, 2022. https://doi.org/10.1186/s40814-022-01082-4
Rutherford, L. E., Hier, B. O., McCurdy, B. L., Mautone, J. A., and Eiraldi, R. Aspects of School-Wide Positive Behavioral Interventions and Supports that predict school climate in urban settings. Professional Psychology, 2022. https://doi.org/10.1007/s40688-022-00417-5
Eiraldi, R., McCurdy, B. L. Khanna, M. S., Wolk, C. B., Glick, H. A. Rabenau‑McDonnell, Q. A. Rachel Comly, R., Rutherford, L. E. Banks, J. Rufe, S. E., Popkin, K. M. Wilson, T., Henson, K. Wandersman, W., and Jawad, A. F. Study protocol: Cluster randomized trial of consultation strategies for the sustainment of mental health interventions in under‑resourced urban schools: rationale, design, and methods. BMC Psychology, 10.24, 2022. https://doi.org/10.1186/s40359-022-00733-8
2021
Paidipati, C. P., Deatrick, J. A. Eiraldi, R., Ulrich, C., & Lane, J. M., & Brawner, B. Caregiver’s Perspectives on the Contextual influences within family management for ethnically diverse children with ADHD. Journal for Specialists in Pediatric Nursing, 2021, e12365. https://doi.org/10.1111/jspn.12365
Kuriyan, A., Kinkler, G., Cidav, Z., Kang-Yi, C., Eiraldi, R., Salas, E., Wolk, C. B. TeamSTEPPS to Improve Collaboration in School Mental Health: Protocol for a Mixed-Method Hybrid Effectiveness-Implementation Study. JMIR Research Protocols, 10(1):e26567, 2021. doi: 10.2196/26567, PMID: 33555258
2020
Eiraldi, R., Khanna, M. S., Jawad, A. F., Power, T. J., Cacia, J., Cabello, B., Schwartz, B. S., Swift, L., McCurdy, B., Keiffer, J., Kanine, R., Orapallo, A., McCurdy, B., & Mautone, J. A. Implementation of targeted mental health interventions in urban schools: Preliminary findings on the impact of training strategy on program fidelity. Evidence-Based Practice in Child and Adolescent Mental Health, 5(4), 437-451, 2020. https://doi.org/10.1080/23794925.2020.1784056
Paidipati, C. P., Deatrick, J. A. Eiraldi, R., Ulrich, C., & Brawner, B. Understanding the Role of Family Management in Childhood Attention Deficit Hyperactivity Disorder (ADHD): A Mixed Methods Study. Journal for Pediatric Nursing, 52, 82-90, 2020. https://doi.org/10.1016/j.pedn.2019.09.027
Swift, L. E., Orapallo, A. Kanine, R. M., Mautone. J. A.; Eiraldi, R. The Self-Report Coping Measure in an Urban School Sample: Factor Structure and Coping Differences. School Mental Health, 12, 99-112, 2020. https://doi.org/10.1007/s12310-019-09332-2
2019
Wolk, C.B., Locke, J., Salas, E., Eiraldi, R., Cronholm, P., & Mandell, D. An Examination of the Factor Structure of TeamSTEPPS Measures in School Mental Health Teams. Journal of Psychologists and Counsellors in Schools, 30(2), 2019. DOI: https://doi.org/10.1017/jgc.2019.18
Wolk, C.B., Stewart, R., Cronholm, P., Eiraldi, R., Salas, E., & Mandell, D. Adapting TeamSTEPPS for school mental health teams: A pilot study. Pilot and Feasibility Studies, 5:148, 2019. https://doi.org/10.1186/s40814-019-0529-z
Eiraldi, R., McCurdy, B., Schwartz, B., Benjamin Wolk, C., Abraham, M., Jawad, A. F., Nastasi, B., & Mautone, J. Pilot Study for the Fidelity, Acceptability and Effectiveness of a PBIS Program plus Mental Health Supports in Under-resourced Urban Schools. Psychology in the Schools, 56, 1230-1245, 2019. https://doi.org/10.1002/pits.22272
2018
Wolk, C.B., Stewart, R. E., Eiraldi, R., Cronholm, P., Salas, E., & Mandell, D. S. The implementation of a team training intervention for school mental health: Lessons learned. Psychotherapy, 26(1), 83-90, 2018. DOI: http://dx.doi.org/10.1037/pst0000179
Eiraldi, R., Mautone, J. A., Khanna, M. S., Power, T. J., Orapallo, A., Cacia, J., Schwartz, B. S., McCurdy, B., Keiffer, J., Paidipati, C., Kanine, R., Abraham, M., Tulio, S., Swift, L., Bressler, S. N., Cabello, B., & Jawad, A. F. Group CBT for Externalizing Disorders in Urban schools: Effect of Training Strategy on Treatment Fidelity and Patient Outcomes. Behavior Therapy, 49(4), 538-550, 2018. DOI: https://doi.org/10.1016/j.beth.2018.01.001
2017
Lawson, G. M., Nissley-Tsiopinis, J., Nahmias, A., McConaughy, S., & Eiraldi, R. Do parent and teacher report of ADHD symptoms in children differ by SES and race? Journal of Psychopathology and Behavioral Assessment, 39(3), 426-440, 2017, DOI: 10.1007/s10862-017-9591-0
Paidipati, C. P., Brawner, B., Eiraldi, R., Deatrick, J. A. Parent and family processes related to ADHD management in ethnically diverse youth. Journal of the American Psychiatric Nurses Association, 23(2), 90-112, 2017, DOI: 10.1177/1078390316687023
Garbacz, A. S., Watkins, N. D., Diaz, Y., Barnabas, E. R., Schwartz, B. S., & Eiraldi, R. Using Conjoint Behavioral Consultation to Implement Evidence-based Interventions for Students in Under-resourced Urban Schools. Preventing School Failure, 61 (3), 198-210, 2017, DOI: http://dx.doi.org/10.1080/1045988X.2016.1261078
2016
Eiraldi, R., Khanna, K., Jawad, A. F., Fishman, J., Glick, H., Schwartz, B. S., Cacia, J., Wandersman, A., & Beidas, R. A Hybrid Effectiveness-Implementation Trial of Group CBT in Urban Schools: Rationale, Design, and Methods. Implementation Science, 2016, 11:92, DOI: 10.1186/s13012-016-0453-z URL: http://www.implementationscience.com/content/11/1/92
Takeda, T., Nissley-Tsiopinis, J., Nanda, N., & Eiraldi, R. Factors associated with discrepancy in parent-teacher reporting of symptoms of ADHD in a large clinic-referred sample of children. Journal of Attention Disorders, 2016, DOI: 10.1177/1087054716652476.
Eiraldi, R., Power, T., Schwartz, B., Keiffer, J., McCurdy, B., Mathen, M. & Jawad, A.F. Examining Effectiveness of Group Cognitive Behavioral Therapy for Externalizing and Internalizing Disorders in Urban Schools, Behavior Modification, 40, 611-639, 2016, DOI: 10.1177/0145445516631093; PubMed PMID: 26872957. PMCID: 5129163
2015
Eiraldi R, Wolk CB, Locke J, Beidas R. Clearing Hurdles: The Challenges of Implementation of Mental Health Evidence-Based Practices in Under-resourced Schools. Adv Sch Ment Health Promot. 2015;8(3):124-145.
2014
Marshall SA, Evans SW, Eiraldi RB, Becker SP, Power TJ. Social and academic impairment in youth with ADHD, predominately inattentive type and sluggish cognitive tempo. J Abnorm Child Psychol. 2014 Jan;42(1):77-90. doi: 10.1007/s10802-013-9758-4.
Eiraldi R, McCurdy B, Khanna M, Mautone J, Jawad AF, Power T, Cidav Z, Cacia J, Sugai G. A cluster randomized trial to evaluate external support for the implementation of positive behavioral interventions and supports by school personnel. Implement Sci. 2014 Jan 15;9:12. doi: 10.1186/1748-5908-9-12.
Lectures by Invitation
2020
Eiraldi R. “Interventions for Internalizing Disorders in Urban Schools: An Implementation Science Approach.” In Ecklund, K. symposium, School-based Prevention and Intervention Strategies for Children with Internalizing Problems. Annual Convention of American Psychological Association, Washington, DC. Aug 2020.
Books
Power, T., & Eiraldi, R. Using interviews and rating scales to assess ADHD and related problems. In: M. Mercugliano, T. Power, & N. Blum. The practical guide to attention-deficit/hyperactivity disorder for clinicians. Paul H. Brookes Publishing Co., Inc., 1998:53-70.
Power, T. J., & Eiraldi, R. B. Educational and psychiatric classification systems. In: E. S. Shapiro & T. Kratochwill (Eds.). Behavioral assessment in schools. Second Edition: Theory, Research, and clinical foundations. New York: Guilford; 2000:464-488.