L Eugene Arnold

Datos Biográficos

ID318544
NOMBREL Eugene Arnold
NOMBRESL Eugene
APELLIDOArnold
FIRMAARNOLD L E
AFILIACIONESThe Ohio State University
ORCID0000-0002-0886-0692
VERIFICADOSí
TOTAL DE OBRAS13
TOTAL DE CITAS4
TOTAL COMO AUTOR13
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN1979
AÑO MÁS RECIENTE DE PUBLICACIÓN2022
ÍNDICE H1

  • Paths to postsecondary education enrollment among adolescents with and without childhood attention-deficit/hyperactivity disorder (ADHD)

    Open AccessSabrina M Di Lonardo Burr, Johan A Lefevre et al.ARTICLEChild Development2022

    We examined developmental trajectories of attention-deficit/hyperactivity disorder (ADHD) symptoms, standardized achievement, and school performance for adolescents with and without ADHD who did and did not enroll in postsecondary education (PSE; N = 749; 79% boys; 63% White, 17% non-Hispanic Black, 10% Hispanic, and 10% other ethnicities). In a multisite study (recruitment based in New York, North Carolina, Pennsylvania, California, and Quebec),…

  • Improving neurocognitive testing using computational psychiatry—A systematic review for ADHD

    Open AccessNadja R Ging-Jehli, Roger Ratcliff et al.ARTICLEPsychological Bulletin2021

    Computational models, in conjunction with (neuro)cognitive tests, are increasingly used to understand the cognitive characteristics of participants with attention-deficit/hyperactivity disorder (ADHD). We reviewed 50 studies from a broad range of cognitive tests for ADHD to synthesize findings and to summarize the new insights provided by three commonly applied computational models (i.e., diffusion decision models, absolute accumulator models, ex…

  • Long-Term Outcomes of ADHD

    Open AccessL Eugene Arnold, Paul Hodgkins et al.ARTICLEJournal of Attention Disorders2020

    Objective: The aim of this study was to synthesize published data regarding long-term effects of ADHD on information learned (measured via achievement tests) and success within the school environment (academic performance). Method: A systematic search identified 176 studies (1980-2012) of long-term (≥2 years) academic outcomes with ADHD. Results: Achievement test outcomes (79%) and academic performance outcomes (75%) were worse in individuals wit…

  • ADHD in context

    Open AccessArielle K Lasky, Thomas S Weisner et al.ARTICLESocial Science & Medicine2016Citada por: 4Referencias: 47

  • Social Self‐Control, Externalizing Behavior, and Peer Liking Among Children with ADHD‐CT

    Open AccessPaul J Rosen, Aaron J Vaughn et al.ARTICLESocial Development2013Referencias: 3

    This study investigated the role of externalizing behavior as a mediator of the relation between social self-control and peer liking among children with Attention-Deficit/Hyperactivity Disorder-Combined Type (ADHD-CT). A model was proposed whereby externalizing behavior would fully statistically account for the direct relation of social self-control to peer liking. One hundred seventy two children ages 7.0-9.9 years with ADHD-CT were rated by the…

  • A systematic review and analysis of long-term outcomes in attention deficit hyperactivity disorder

    Open AccessMonica Shaw, Paul Hodgkins et al.ARTICLEBMC Medicine2012

  • Clinical Relevance of the Primary Findings of the MTA

    Open AccessJames M Swanson, Helena C Kraemer et al.ARTICLEJournal of the American Academy…2001

  • Random association

    L Eugene ArnoldARTICLEAmerican Journal of Orthopsychiatry1988

  • A Further Complication of Informed Consent

    L Eugene Arnold, Peter Appelbaum et al.ARTICLEThe Hastings Center Report1987

  • Parents, Children, and Change

    Lee Kimmons, L Eugene ArnoldARTICLEContemporary Sociology A Journal…1986

  • Limbic regression with derepression of oedipal feelings

    Open AccessL Eugene Arnold, Stanley S Selinger et al.ARTICLEThe American Journal of…1981

  • Specific Perceptual Remediation

    Open AccessL Eugene Arnold, Donald J Smeltzer et al.ARTICLEPsychological Reports1981

    Data from a study that had shown significant perceptual, intellectual, reading, and behavioral improvement from channel-specific perceptual training were reanalyzed. In a pretest-posttest design with two control groups matched for sex, IQ, and school, 86 first graders identified as vulnerable (out of 217 screened perceptually) had been assigned to three groups: ( a ) channel-specific training ( n = 23) as advocated by Silver and Hagin, ( b ) regu…

  • Helping Parents Help Their Children

    Lester A Kirkendall, Mary Karter et al.ARTICLEThe Family Coordinator1979

    Professionals from the fields of psychiatry, psychology, social work, education, pediatrics, law, and religion discuss general principles of parent guidance and offer strategies for helping parents cope with their own problems as well as specific problems of children