Thomas J Power

Biographic Data

ID3597794
NAMEThomas J Power
GIVEN NAMESThomas J
FAMILY NAMEPower
SIGNATUREPOWER T J
AFFILIATIONSChildren's Hospital of Philadelphia
ORCID0000-0001-6651-4002
VERIFIEDYes
TOTAL WORKS5
TOTAL CITATIONS13
WORKS AS AUTHOR5
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2011
LATEST PUBLICATION YEAR2026
H-INDEX2

  • School-based organizational skills training for upper elementary students

    Open AccessThomas J Power, Jennifer A Mautone et al.ARTICLEJournal of School Psychology2026

    This study examines for whom and how Organizational Skills Training-Tier 2 (OST-T2, Nissley-Tsiopinis et al., 2024) works for students in grades 3 to 5 with organization, time management, and planning (OTMP) difficulties. The study: (1) investigates subgroup differences for the effect of OST-T2 on student homework and academic performance at post-intervention (about 14 weeks), short-term (about 22 weeks) and long-term follow-up (about 55 weeks); …

  • Little Talks

    Open AccessPatricia H Manz, Lori A Roggman et al.ARTICLEChildren and Youth Services Review2024References: 60

    Poverty continues be most prevalent among young children under three years of age, when development, particularly in communication and language skills, is rapid and vulnerable to socioeconomic impacts. Home visiting was intentionally formulated to support parents in promoting children’s development and health, offsetting poverty’s threats. Little Talks, a parent-mediated intervention to promote children’s communication and language growth, was de…

  • Integrating the little talks intervention into Early Head Start

    Open AccessPatricia H Manz, Thomas J Power et al.ARTICLEChildren and Youth Services Review2017Cited by: 3References: 26

  • The Role of Empowerment in a School-Based Community Service Program with Inner-City, Minority Youth

    Open AccessRebecca Lakin Gullan, Thomas J Power et al.ARTICLEJournal of Adolescent Research2013Cited by: 8References: 5

    Despite considerable fiscal and structural support for youth service programs, research has not demonstrated consistent outcomes across participants or programs, suggesting the need to identify critical program processes. The present study addresses this need through preliminary examination of the role of program empowerment in promoting positive identity development in inner-city, African American youth participating in a pilot school-based serv…

  • Promoting Family and School Success for Children With ADHD

    Jennifer A Mautone, Elizabeth K Lefler et al.ARTICLETheory Into Practice2011Cited by: 2References: 13

    Children with ADHD typically experience significant impairment at home and school, and their relationships with parents, teachers, and peers often are strained. Psychosocial interventions for ADHD generally focus on behavior change in one environment at a time (i.e., either home or school); however, unisystemic interventions generally are not sufficient. The purpose of this article is to describe a family-school intervention for children with ADH…