Thomas J. Power, PhD, ABPP
Areas of expertise: Attention deficit hyperactivity disorder (ADHD), School mental health, Psychosocial interventions
About Thomas J. Power, PhD, ABPP
A major focus of Dr. Power's research has been on developing and evaluating interventions to improve family involvement in education and student educational performance. With funding from NIMH, his team developed and tested a multi-modal intervention for children with attention-deficit/hyperactivity disorder (ADHD) to address the academic problems of children in grades kindergarten through six. The intervention examined in these studies, Family-School Success (FSS), integrates behavioral parent training, classroom behavioral interventions, and family-school collaboration. Their research has demonstrated that FSS improves parenting practices, the family-school relationship, and child outcomes, and that improvements in parenting practices have downstream effects on academic performance.
More recently, with funding from the Institute of Education Sciences, Dr. Power and his team have been conducting cluster-randomized trials in highly diverse schools to evaluate the effect of organizational skills training on the organizational skills and academic performance of students in grades 3 through 8. Their research has demonstrated the effectiveness of organizational skills training when provided under real-world circumstances by school professionals and that improvement in student organizational skills are leading indicators of improvement in academic performance.
Dr. Power's research has had a particular emphasis on service delivery with children and families who have been economically marginalized. As an example, with funding from the Maternal and Child Health Bureau, his team developed a multi-component intervention for children with ADHD, known as Partnering to Achieve School Success (PASS), provided in primary care practices. Through this research, he studied challenges with family engagement in treatment for ADHD. This research served as the foundation for a current study funded by the Patient-Centered Outcomes Research Institute to evaluate the effectiveness of PASS in improving parenting practices and child outcomes for children with ADHD from economically marginalized backgrounds.
Titles
Director, Center for Management of ADHD, CHOP
Distinguished Endowed Chair, Department of Pediatrics, CHOP
Professor of School Psychology in Pediatrics, Psychiatry, and Education, University of Pennsylvania
Associate Chair of Academic Affairs and Development, Department of Child and Adolescent Psychiatry and Behavioral Sciences, CHOP, Perelman School of Medicine at University of Pennsylvania
Certifications
School Psychology - American Board of Professional Psychology (ABPP)
Awards and Honors
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
2010, Presidential Award, National Association of School Psychologists
2009, Children's Hospital of Philadelphia Faculty Mentor Award
Leadership and Memberships
Memberships in Professional Organizations
International Society for Research in Child and Adolescent Psychopathology
Association for Behavior and Cognitive Therapies
American Psychological Association, Fellow
Society for Study of School Psychology
National Association of School Psychologists
Editorial and Academic Positions
Editorial Positions
Guest Reviewer
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
Academic Pediatrics
Journal of Developmental and Behavioral Pediatrics
Academic Positions
2008-present, Steering Committee, Health and Behavior Research Affinity Group, Stokes Research Institute
Research Interests
Behavioral interventions for ADHD School mental health Assessment of ADHD and related impairments and comorbidities
Education & training
Undergraduate Degree
BA in Psychology - St. Joseph’s College, Philadelphia, PA
Graduate Degree
PhD - University of Pennsylvania, Graduate School of Education, Philadelphia, PA
MA in Guidance and Counseling - Villanova University, Villanova, PA
Internship
Clinical Internship - Philadelphia Child Guidance Center, Philadelphia, PA
School Psychology Internship - Upper Darby School District, PA
Publications
Selected Publications
2025
Williamson, A.A., Davis, B., Okoroji, C., Cicalese, O., Ayala, A., Boling-Smith, K., Harvey, B., Honore, R., McMillan, L., Kratchman, A., Laberee, R., Cathrall, H., Fiks, A.G., Mindell, J.A., & Power, T.J. (2025). Family Partnerships to Support Equity and Cultural Humility in Pediatric Intervention Research. Journal of Pediatric Psychology. doi:10.1093/jpepsy/jsaf032.
Lawson, G., Owens, J. S., Mandell, D. S., Butcher, S., Lyon, A. R., Eiraldi, R. B., Kerstetter, M., & Power, T. J. (2025). Toolkit to support teachers’ use of behavior classroom interventions: Results from a randomized pilot trial. School Psychology Review. https://doi.org/10.1080/2372966X.2025.2574835.
2024
Normand, S., Guiet, J., LeBlanc, V., Mautone, J.A., Fogler, J.M., Prud’Homme-Maisonneuve, A., Power, T.J., & Nissley-Tsiopinis, J. (2024). An open trial of a brief engagement program for caregivers of children with ADHD. Evidence-Based Practice in Child & Adolescent Mental Health, 9, 528-543. DOI: 10.1080/23794925.2023.2261442
Ryan, S., Power, T. J., Pendergast, L., Poznanski, B., Nissley-Tsiopinis, J., Abikoff, H., Gallagher, R., Tremont, K., Cacia, J., & Mautone, J. A. (2024). Multi-informant Assessment of Organizational Skills: Psychometric characteristics of the Children’s Organizational Skills Scale (COSS). School Mental Health, 16, 354-369. https://doi.org/10.1007/s12310-024-09646-w
Cleminshaw-Mahan, C. L., Chunta, A. M., DuPaul, G. J., & Power, T. J. (2024). Attention-deficit/hyperactivity disorder symptoms and increased risk for impaired self-esteem. Journal of Developmental and Behavioral Pediatrics, 45, e257-e262.
Rosenthal, E., Fu, Q., DuPaul, G. J., Reid, R., Anastopoulos, A. D., & Power, T. J. (2024). Assessing ADHD-related impairment: Differential item functioning based on child demographic characteristics. School Psychology. Advance Online Publication. https://dx.doi.org/10.1037/spq0000643
Lawson, G. M., Owens, J. S., Mandell, D. S., Tavlin, S., Rufe, S., Depa, A., Lyon, A. R., & Power, T. J. (2024). A community-partnered research process for implementation strategy design: Developing resources to support behavioral classroom intervention. School Mental Health, 16, 710-726. https://doi.org/10.1007/s12310-024-09669-3
Mautone, J. A., Holdaway, A., Chan, W., Michel, J. J., Guevara, J. P., Davis, A., Desrochers, C., Evans, E., Gajary, Z., Leavy, S., Rios, D., Tremont, K. L., Cacia, J., Schwartz, B. S., Jawad, J. F., & Power, T. J. (2024). Reducing disparities in behavioral health treatment in pediatric primary care: A randomized controlled trial comparing Partnering to Achieve School Success (PASS) to usual ADHD care for children ages 5 to 11 – study protocol. BMC Primary Care, 25, 225. https://doi.org/10.1186/s12875-024-02473-7
Nissley-Tsiopinis, J. D., Power, T. J., Fleming, P. F., Tremont, K. L., Poznanski, B., Ryan, S., Cacia, J., Egan, T., Montalbano, C., Holdaway, A., Patel, A., Gallagher, R., Abikoff, H., Localio, A. R., & Mautone, J. A. (2024). School-based organizational skills training for students in grades 3 to 5: A cluster-randomized trial. Journal of Consulting and Clinical Psychology, 92, 674-691. https://doi.org/10.1037/ccp0000909
2023
Nissley-Tsiopinis, J., Normand, S., Mautone, J. A., Fogler, J. M., Featherston, M., & Power, T. J. (2023). Preparing families for evidence-based treatment of ADHD: Development of Bootcamp for ADHD. Cognitive and Behavioral Practice, 30, 453-470. https://doi.org/10.1016/j.cbpra.2022.02.022
Lawson, G., Owens, J. S., Mandell, D. S., Tavlin, S., Rufe, S., Lyon, A., Eiraldi, R. E., & Power, T. J. (2023). Implementation resources to support teachers’ use of behavioral classroom interventions: Protocol of a randomized pilot. Pilot and Feasibility Studies, 9, 151. https://doi.org/10.1186/s40814-023-01381-4
2022
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
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. S., Owens, J. S., Rufe, S., Tavlin, S., & Power, T. J. (2022). Barriers and facilitators to teachers’ use of behavioral classroom interventions. School Mental Health, 14, 844-862. https://doi.org/10.1007/s12310-022-09524-3 PMCID: PMC9135387
2021
Talbot, E., De Los Reyes, A., Power, T. J., Michel, J. J., & Racz, S. J. (2021). A team-based collaborative care model for youth with ADHD in education and health care settings. Journal of Emotional and Behavioral Disorders, 29, 24-33. DOI:10.1177/1063426620949987
Guevara, J. P., Power, T. J., Bevans, K., Snitzer, L., Leavy, S., Stewart, D., Broomfield, C., Shah, S., Grundmeier, R. W., Michel, J. J., Berkowitz, S., Blum, N. J., Bryan, M., Griffis, H., & Fiks, A. G. (2021). Improving care management in attention-deficit/hyperactivity disorder: A RCT. Pediatrics, 148(2), e2020031518 PMID: 34281997
Williamson, A. A., Okoroji, C., Cicalese, O., Evans, B. C., Ayala, A., Harvey, B., Honore, R., Kratchman, A., Beidas, R. S., Fiks, A. G., Power T. J., & Mindell, J. A. (2021). Sleep Well!: An adapted behavioral sleep intervention implemented in urban primary care. Journal of Clinical Sleep Medicine, 18, 1153-1166. PMID: 35430145 https://doi.org/10.1016/j.cpr.2021.102114
2020
DuPaul, G. J., Evans, S. W., Mautone, J. A., Owens, J. S., & Power, T. J. (2020). Future directions for psychosocial interventions for children and adolescents with ADHD. Journal of Clinical Child and Adolescent Psychology, 49, 134-145. DOI:10.1080/15374416.2019.1689825
Barbaresi, W. J., Campbell, L., Diekroger, E. A., Froehlich, T. E., Liu, Yi Hui, O’Malley, E., Pelham Jr., W. E., Power, T. J., Zinner, S. H., & Chan, E. (2020). Society for Developmental and Behavioral Pediatrics Clinical practice guideline for the assessment and treatment of children and adolescents with complex attention-deficit/hyperactivity disorder. Journal of Developmental and Behavioral Pediatrics, 41, S535-S557. doi: 10.1097/DBP.0000000000000770
Moss, C. M., Metzger, K. B., Carey, M. E., Blum, N. J., Curry, A. E., & Power, T. J. (2020). Chronic care for ADHD: Clinical management from childhood through adolescence. Journal of Developmental and Behavioral Pediatrics, 41, S599-S104. doi: 10.1097/DBP.0000000000000772
DuPaul, G. J., Fu, Q., Anastopoulos, A. D., Reid, R., & Power, T. J. (2020). ADHD parent and teacher symptom ratings: Differential item functioning across gender, age, race, and ethnicity. Journal of Abnormal Child Psychology, 48, 679-691. PMID: 31938952 https://doi.org/10.1007/s10802-020-00618-7
Williamson, A. A., Milaniak, I., Watson, B., Cicalese, O., Fiks, A. G., Power, J. A., Barg, F. K., Beidas, R. S., Mindell, J. A., & Rendle, K. A. (2020). Early childhood behavioral sleep intervention in urban primary care: Perspectives from caregiver and clinician stakeholders. Journal of Pediatric Psychology, 45, 933-945. doi: 10.1093/jpepsy/jsaa024 PMC: 7438960
Mautone, J. A., Pendergast, L. L., Cassano, M., Blum, N. J., & Power, T. J. (2020). Behavioral health screening: Validation of a strength-based approach. Journal of Developmental and Behavioral Pediatrics, 41, 587-595.
Fogler, J. M., Normand, S., O’Dea, N., Mautone, J. A., Featherston, M., Power, T. J., & Nissley-Tsiopinis, J. (2020). Implementing group behavioral parent training in telepsychology: Lessons learned during the COVID-19 pandemic. Journal of Pediatric Psychology, 45, 983-989.
Books
2018
Power, T. J., & Andrews, L. (2018). If your adolescent has ADHD: An essential resource for parents. New York: Oxford.
2016
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.
2013
Power TJ, Bradley-Klug, K. Pediatric school psychology: Conceptualization, applications, and strategies for leadership development. New York: Routledge, 2013.
2003
Power TJ, DuPaul GJ, Shapiro ES, Kazak AE. Promoting children's health: Integrating school, family, and community. New York: Guilford Press, 2003.
2002
Phelps L, Brown RT, Power TJ. Pediatric psychopharmacology: Combining medical and psychosocial interventions. Washington, DC: American Psychological Association, 2002.
2001
Power TJ, Habboushe D, Karustis, JL. Homework Success for Children with ADHD: A family-school intervention program. New York: Guilford Press, 2001.