The authors conduct an evaluation of a middle school-based treatment program for youth with ADHD during early stages of treatment development. The studies focus on interpreting outcome trends in preliminary data and identifying assessment issues that will be important to consider when conducting a clinical trial. Parent reports indicate that the majority of students benefit from improvements in academic, social, and overall functioning. Although teachers report beneficial effects for the majority of the participants in the program, there is little agreement about individual students. Measurement problems are associated with understanding normal change during a school year, accounting for normal behavior changes in December and May, and considerable disagreement between teachers. Suggestions to guide future work in this area are provided.

Abstract. Although achievement goal theory is currently one of the dominant theoretical frameworks used to understand and improve student motivation (Brophy, 2004), little work has been done to evaluate the achievement goals of students with ADHD. After an initial review of achievement goal theory, the current study begins to address four research questions: What are the achievement goals of students with ADHD? How do achievement goals of students with ADHD differ from those of students without ADHD? How are achievement goals related to other academic outcome variables for students with ADHD? Can current instructional practices be altered to promote optimal goals and motivation of students with ADHD? Results revealed a number of interesting differences for students with ADHD, especially concerning performance-avoidance goals. Implications are discussed.

Risk behavior during adolescence results in substantial morbidity and mortality. Sensation seeking consistently relates to engagement in risk behavior, but the psychological mediators of this relationship remain unclear. The current study demonstrates that adolescents’ judgments of the costs versus benefits of risk behavior were a significant mediator of this relationship. Participants were 406 racially and ethnically diverse adolescents ages 12–17 (M = 14.5, SD = 1.7; 48.3% female) who participated in a larger multi-site investigation of personality and neurocognitive predictors of risk behavior. Data were collected via self-report in a single laboratory session. Mediation of the relationship of sensation seeking to risk behavior was tested using structural equation modeling. Results indicated that higher levels of sensation seeking predicted weighing the benefits of risk behavior higher than its costs, which in turn predicted higher levels of risk behavior. Implications of these findings for understanding mechanisms underlying adolescents’ risk behavior and directions for future research are discussed.

Infant obesity and the rate of weight gain during infancy are significant public health concerns, but few studies have examined eating behaviors in infancy. Food cue responsivity has been described as a key contributor to obesity risk in school age children and adults, but has been rarely examined during infancy. The purpose of the current study was to test among 30 infants aged 6 to 12 months the hypotheses that infants would show greater interest in food versus nonfood stimuli, and that greater birth weight, greater rate of weight gain during infancy, greater mother-reported food responsiveness, being formula versus breastmilk fed, and higher maternal body mass index, would each be associated with greater interest in the food versus non-food stimulus. Results showed that overall infants showed a preference for the food versus non-food stimulus. Preference for the food versus non-food stimulus was predicted by greater infant rate of weight gain since birth, greater maternal-reported infant food responsiveness, and having been exclusively formula-fed, but not by any other factor tested. Results are discussed with regard to theoretical implications for the study of infant obesity and applied prevention implications.

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