Thomas J. Power, PhD, ABPP
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Thomas J. Power, PhD, is Professor of School Psychology in Pediatrics, Psychiatry, and Education at the Perelman School of Medicine at University of Pennsylvania. As Director of the Center for Management of ADHD at Children’s Hospital of Philadelphia, Dr. Power oversees the clinical practice, training, and research activities of a large interdisciplinary team, including developmental and behavioral pediatricians, child and adolescent psychiatrists, clinical and school psychologists, licensed clinical social workers, and advanced practice nurses. He has extensive experience developing interventions for children and families coping with ADHD, and he is an expert in promoting the school success of these children and youth.
Dr. Power’s research focuses on the assessment and treatment of children and adolescents with ADHD. He has a special interest in implementing evidence-based interventions in schools, integrating behavioral health interventions into primary care, and the delivery of services for children and adolescents with ADHD in low-income, urban settings. Dr. Power is a productive researcher whose work has been published in peer-reviewed journals across many disciplines, including pediatrics, child and adolescent psychiatry, and school, clinical and pediatric psychology.
Dr. Power is a fellow of the American Psychological Association Divisions of School Psychology and Pediatric Psychology. He is former editor of School Psychology Review and former associate editor of School Mental Health. Dr. Power was president of the Society for the Study of School Psychology in 2012, recipient of the Presidential Award from the National Association of School Psychologists in 2010, and recipient of the Senior Scientist Award from Division 16 (School Psychology) of the American Psychological Association in 2017.
Clinical Internship - Philadelphia Child Guidance Center, Philadelphia, PA
School Psychology Internship - Upper Darby School District, PA
School Psychology - American Board of Professional Psychology (ABPP)
BA in Psychology - St. Joseph’s College, Philadelphia, PA
PhD - University of Pennsylvania, Graduate School of Education, Philadelphia, PA
MA in Guidance and Counseling - Villanova University, Villanova, PA
Director, Center for Management of ADHD
Associate Chair of Faculty Affairs and Professional Development, Department of Child and Adolescent Psychiatry and Behavioral Sciences
Program Director, Community Schools Program
Distinguished Endowed Chair in the Department of Pediatrics
Professor of School Psychology in Pediatrics, Psychiatry and Education, Perelman School of Medicine at the University of Pennsylvania
Behavioral interventions for ADHD
School mental health
Assessment of ADHD and related impairments and comorbidities
Rosenthal, E., Franklin-Gillette, S., Jung, H. J., Nelson, A., Evans., S. W., Power, T. J., Yerys, B., Dever, B., Reckner, E., & DuPaul, G. J. (2022). Impact of COVID-19 on youth with ADHD: Predictors and moderators of response to pandemic restrictions on daily life. Journal of Attention Disorders, 26, 1223-1234. https://doi.org/10.1177/108705472110636 PMID: 34920689
De Los Reyes, A., Talbott, E., Power, T., Michel, J., Cook, C.R., Racz, S.J., & Fitzpatrick, O. (2022). The Needs-to-Goals Gap: How informant discrepancies in youth mental health assessments impact service delivery. Clinical Psychology Review, 92. https://doi.org/10.1016/j.cpr.2021.102114 PMID: 35066239
Nissley-Tsiopinis, J., Normand, S., Mautone, J. A., Fogler, J. M., Featherston, M., & Power, T. J. (2022). Preparing families for evidence-based treatment of ADHD: Development of Bootcamp for ADHD. Cognitive and Behavioral Practice. https://doi.org/10.1016/j.cbpra.2022.02.022
Curry, A. E., Sartin, E. B., Metzger, K. B., McDonald, C. C., Carey, M. E., Power, T. J., & Yerys, B. E. (2022). Real-world crash circumstances among newly licensed adolescent drivers with and without attention-deficit/hyperactivity disorder. Journal of Adolescent Health. PMID: 35430145 https://doi.org/10.1016/j.jadohealth.2022.02.008
Lawson, G., Mandell, D., Owens, J., Rufe, S., Tavlin, S., & Power, T. J. (2022). Barriers and facilitators to teachers' use of behavioral classroom interventions. School Mental Health. https://doi.org/10.1007/s12310-022-09524-3 PMCID: PMC9135387
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. (2018). Group CBT for Externalizing Disorders in Urban schools: Effect of Training Strategy on Treatment Fidelity and Patient Outcomes. Behavior Therapy. Advance online publication.
Anastopoulos, A. D., Beal, K. K., Reid, R. J., Reid, R., Power, T. J., & DuPaul, G. J. (2018). Impact of child and informant gender on parent and teacher ratings of attention-deficit/hyperactivity disorder. Psychological Assessment. Advance online publication.
Lee, Y., McIntosh, C. W., Winston, F., Power, T. J., Huang, P., Ontanon, S., & Gonzalez, A. (2018). Design of an experimental protocol to examine medication non-adherence among young drivers diagnosed with ADHD: A driving simulator study. Contemporary Clinical Trials Communication.
McDonald, C. C., Sommers, M. S., Fargo, J., Seacrist, T., & Power, T. J. (2018). Simulated driving performance, self-reported driving behaviors and mental health symptoms in a sample of adolescent novice drivers. Nursing Research, 67(3), 202-211. doi: 10.1097/NNR.0000000000000270
Power, T. J., Watkins, M. W., Anastopoulos, A. D., Reid, R., Lambert, M. C., & DuPaul, G. J. (2017). Multi-informant assessment of ADHD symptom-related impairments among children and adolescents. Journal of Clinical Child and Adolescent Psychology, 46,661-674. PMID: 26605500. DOI: 10.1080/15374416.2015.1079781
Williamson, A. A., Raglin Bignall, W. J., Swift, L. E., Hung, A. H., Power, T. J., Robins, P. M., & Mautone, J. A. (2017). Ethical and legal issues in integrated care settings: Case examples from pediatric primary care. Clinical Practice in Pediatric Psychology, 5, 196-208.
Curry, A. E., Metzger, K. B., Pfeiffer, M. R., Elliott, M. R., Winston, F. K., & Power, T. J. (2017). Motor vehicle crash risk among adolescents and young adults with ADHD. JAMA Pediatrics, 171,756-763.
Fiks, A. G., Gruver, R. S., Bishop-Gilyard, C. T., Shults, J., Virudachalam, S., Suh, A. W., Gerdes, M., Kalra, G. K., DeRusso, P. A., Lieberman, A., Weng, J., Elovitz, M. A., Berkowitz, R. I., & Power, T. J. (2017). A social media peer group for mothers to prevent obesity from infancy: The Grow2Gether randomized trial. Childhood Obesity, 13, 356-368.
Fiks, A. G., Mayne, S. L., Michel, J. J., Miller, J., Abraham, M., Suh, A., Jawad, A. F., Guevara, J. P., Grundmeier, R. W., Blum, N. J., & Power, T. J. (2017). Distance-learning, ADHD quality improvement in primary care: A cluster-randomized trial. Journal of Developmental and Behavioral Pediatrics, 38,573-583.
Dawson, A. E., Wymbs, B. T., Marshall, S. A., Mautone, J. A., & Power, T. J. (2016). The role of parental ADHD in sustaining the effects of a family-school intervention for ADHD. Journal of Clinical Child and Adolescent Psychology, 45,305-319. DOI: 10.1080/15374416.2014.963858. PMID: 25496523
Koshy, A. J., Mautone, J. A., Pendergast, L. L., Blum, N. J., & Power, T. J. (2016). Validation of the Behavioral Health Checklist in urban and suburban pediatric primary care setting. Journal of Developmental and Behavioral Pediatrics, 37, 132-139.
DuPaul, G. J., Reid, R., Anastopoulos, A. D., Lambert, M. C., Watkins, M. W., & Power, T. J. (2016). Parent and teacher ratings of attention-deficit/hyperactivity disorder symptoms: Factor structure and normative data. Psychological Assessment, 28, 214-225. DOI: 10.1037/pas0000166
Booster, G., Mautone, J. A., Nissley-Tsiopinis, J., Van Dyke, D., & Power, T. J. (2016). Reductions in negative parenting practices mediate the effect of a family-school intervention for children with ADHD. School Psychology Review, 45, 192-208.
Boyd, R., Scharko, A., Cole, J., Patterson, C., Benton, T, Power, T.: Training pediatric psychologist for perinatal behavioral health services in a pediatric hospital. Journal of Clinical Psychology in Medical Settings, 23(2), 99-111, 2015.
Clarke, A. T., Marshall, S. A., Mautone, J. A., Soffer, S. L., Jones, H. A., Costigan, T. E., Patterson, A., Jawad, A. F., & Power, T. J. (2015). Parent attendance and homework adherence predict response to a family-school intervention for children with ADHD. Journal of Clinical Child and Adolescent Psychology, 44, 58-67. PMID: 22506793 DOI: 10.1037/a0028188
Power, T. J., Watkins, M. W., Mautone, J. A., Walcott, C. M., Coutts, M. J., & Sheridan, S. M. (2015). Examining the validity of the homework performance questionnaire: Multi-informant assessment in elementary and middle school. School Psychology Quarterly, 30, 260-275.
Eiraldi, R. B., McCurdy, B., Khanna, M., Mautone, J. A., Jawad, A. F., Power, T. J., Cidav, Z., Cacia, J., & Sugai, G. (2014). A cluster randomized trial to evaluate external support for the implementation of positive behavioral interventions and supports by school personnel. Implementation Science, 9. PMID: 24428904
Walton, J., Mautone, J. A., Nissley-Tsiopinis, J., Blum, N. J., & Power, T. J. (2014). Correlates of treatment engagement in an ADHD primary care-based intervention for urban families. Journal of Behavioral Health Services and Research, 41, 539-547. DOI: 10.1007/s11414-013-9385-4
Power, T. J., Mautone, J. A., Marshall, S. A., Jones, H. A., Cacia, J., Tresco, K. E., Cassano, M. C., Jawad, A. F., Guevara, J. P., & Blum, N. J. (2014). Feasibility and potential effectiveness of integrated services for children with ADHD in urban primary care practices. Clinical Practice in Pediatric Psychology, 2, 412-426. DOI: 10.1037/cpp0000056
DuPaul, G. J., Reid, R., Anastopoulos, A. D., & Power, T. J. (2014). Assessing ADHD symptomatic behaviors and functional impairment in school settings: Impact of student and teacher characteristics. School Psychology Quarterly, 29, 409-421. DOI: 10.1037/spq0000095
Power, T. J., & Andrews, L. (2018). If your adolescent has ADHD: An essential resource for parents. New York: Oxford.
DuPaul, G. J., Power, T. J., Anastopoulos, A. D., & Reid, R. (2016). ADHD Rating Scale-5 for children and adolescents: Checklists, norms, and clinical interpretation. New York: Guilford Press.
Power TJ, Bradley-Klug, K. Pediatric school psychology: Conceptualization, applications, and strategies for leadership development. New York: Routledge, 2013.
Power TJ, DuPaul GJ, Shapiro ES, Kazak AE. Promoting children's health: Integrating school, family, and community. New York: Guilford Press, 2003.
Phelps L, Brown RT, Power TJ. Pediatric psychopharmacology: Combining medical and psychosocial interventions. Washington, DC: American Psychological Association, 2002.
Power TJ, Habboushe D, Karustis, JL. Homework Success for Children with ADHD: A family-school intervention program. New York: Guilford Press, 2001.
Power TJ. “ADHD symptom severity and self-esteem: Mediating effects of academic and peer impairment” (with A. Chunta, C. Cleminshaw, & G. DuPaul). Annual conference of the National Association of School Psychologists, Boston, MA. Feb 2022.
Power TJ. “Promoting family-school-medical partnerships.” In M. McClain (Chair) Family-school-medical tele-partnerships for children with neurodevelopmental needs. Annual conference of the Society for Developmental and Behavioral Pediatrics. Virtual conference. Oct 2021.
Power TJ. “Promoting family-school success for children with ADHD. Colloquium presented to faculty and students in psychology and education at Utah State University, online presentation. Apr 2021.
Power TJ. “Promoting engagement in evidence-based practices for children and adolescents” (Discussant). In J. Nissley-Tsiopinis (Chair), Promoting family engagement in evidence-based treatments for ADHD across diverse groups of children and adolescents. Symposium presented at annual conference of Association for Behavior and Cognitive Therapy, virtual conference. Nov 2020.
Power TJ. “Treatment preferences and satisfaction with psychosocial and pharmacological interventions for ADHD” (with J. A. Mautone, J. Nissley-Tsiopinis, Y. Gross, & S. L. Soffer). In T. Egan & J. Nissley-Tsiopinis (Chairs), Understanding factors associated with treatment acceptability, preferences, and satisfaction for evidence-based treatments for elementary age children. Symposium presented at annual conference of Association for Behavior and Cognitive Therapy, virtual conference. Nov 2020.
Power TJ. “ADHD parent and teacher ratings: Measurement variance across child characteristics.” (with George DuPaul). Paper presented at annual conference of the National Association of School Psychologists, Baltimore, MD. Feb 2020.
Power TJ. “New guidelines for assessment and intervention for children with ADHD.” Special session presented at annual conference of the National Association of School Psychologists (with Steven Evans, William Pelham, Julie Owens, Jennifer Mautone, and George DuPaul). Baltimore, MD. Feb 2020.
2022, Developmental and Behavioral Pediatrics Investigator Award, Preparing Marginalized Families for Multimodal Treatment of ADHD (Co-PI; Nissley-Tsiopinis, PI)
2021, Distinguished Endowed Chair in Department of Pediatrics, Children’s Hospital of Philadelphia
2017, Senior Scientist Award, American Psychological Association, Division 16 (School Psychology)
2013, Herman Staples Child and Family Advocacy Award, Regional Council of Child and Adolescent Psychiatry for Eastern Pennsylvania and Southern New Jersey
2012, Mentor, Academic Pediatric Association/Bright Futures Young Investigator Award
2010-2011, Foerderer Award for Excellence, granted by CHOP Research Institute
2010-2013, Elected President-Elect/President, Society for the Study of School Psychology
2010, Presidential Award, National Association of School Psychologists
2009, Catalyst Scholar, School Psychology Research Collaborative Conference
2009, Children’s Hospital of Philadelphia Faculty Mentor Award
2006, Distinguished Contributions to the Education and Training of Child and Mental Health Psychologists, Board of Educational Affairs, American Psychological Association
2006, Family Issues in ADHD Award, presented by Children and Adults with ADHD
2005, Outstanding service to school psychologists, children and families in New Jersey Schools, Education Institute of Rowan University
2005, Distinguished Service Award, awarded by Student Affiliates in School Psychology, Division 16, American Psychological Association
2005-2009, Department of Pediatrics Chair’s Initiative Award to develop ADHD programs in primary care at CHOP
1998, Distinguished Service to School Psychology, New Jersey Association of School Psychologists
School Psychology Quarterly
Journal of Learning Disabilities
British Journal of Developmental Psychology
Journal of Pediatric Psychology
Journal of Consulting and Clinical Psychology
Journal of Abnormal Child Psychology
Journal of Family Psychology
Journal of Clinical Child and Adolescent Psychology
Journal of Developmental and Behavioral Pediatrics
2008-present, Steering Committee, Health and Behavior Research Affinity Group, Stokes Research Institute
2012-present, International Society for Research in Child and Adolescent Psychopathology
2019-present, Developmental and Behavioral Pediatrics ADHD Research Node, Developmental and Behavioral Pediatrics Research Network
2016-present, Society for Developmental and Behavioral Pediatrics
2014-present, American Academy of School Psychology
1997-present, Society of Pediatric Psychology (APA, Division 54)
- 2006-present, Fellow
1995-present, Division 16 (School Psychology), American Psychological Association
- 2002-present, Fellow
1982-present, National Association of School Psychologists
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