Research

Through our clinical research experiences and extensive collaborations with schools, we have learned that psychosocial interventions from a cognitive-behavioral perspective, like group social skills training, behavioral parent training and parent education, are effective tools in remediating problems which impair children’s functioning in social settings and school.  Furthermore, our most recent research provides evidence to support that including novel integrative approaches to these traditional treatments, such as digital health interventions and animal assisted interventions enhances the benefits of more traditional psychosocial interventions for children with neurodevelopmental disorders including Attention Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD).

Animal Assisted Interventions

Schuck, S. E., Emmerson, N. A., Fine, A. H., & Lakes, K. D. (2015). Canine-assisted therapy for children with ADHD: Preliminary findings from the positive assertive cooperative kids study. Journal of attention disorders19(2), 125-137.

Schuck, S. E., Johnson, H. L., Abdullah, M. M., Stehli, A., Fine, A. H., & Lakes, K. D. (2018). The role of animal assisted intervention on improving self-esteem in children with attention deficit/hyperactivity disorder. Frontiers in pediatrics6, 300.

Schuck, S. E. B., Emmerson, N., Abdullah, M. M., Fine, A. H., Stehli, A., & Lakes, K. D. (2018). A randomized controlled trial of traditional psychosocial and canine-assisted interventions for ADHD. Hum. Anim. Interact. Bull6, 64-80.

Schuck, S. E., & Fine, A. H. (2017). School-based animal-assisted interventions for children with deficits in executive function. In How Animals Help Students Learn (pp. 69-82). Routledge.

Digital Health Interventions

Cibrian, F. L., Lakes, K. D., Schuck, S., & Hayes, G. R. (2021). The potential for emerging technologies to support self-regulation in children with ADHD: A literature review. International Journal of Child-Computer Interaction, 100421.

Cibrian, F. L., Monteiro, E., Ankrah, E., Beltran, J. A., Tavakoulnia, A., Schuck, S. E., … & Lakes, K. D. (2021). Parents’ perspectives on a smartwatch intervention for children with ADHD: Rapid deployment and feasibility evaluation of a pilot intervention to support distance learning during COVID-19. PloS one16(10), e0258959.

Silva, L. M., Cibrian, F. L., Epstein, D. A., Bhattacharya, A., Ankrah, E. A., Monteiro, E., … & Hayes, G. R. (2021). Adapting Multidevice Deployments During a Pandemic: Lessons Learned From Two Studies. IEEE Pervasive Computing.

Cibrian, F. L., Lakes, K. D., Tavakoulnia, A., Guzman, K., Schuck, S., & Hayes, G. R. (2020, April). Supporting self-regulation of children with ADHD using wearables: tensions and design challenges. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems (pp. 1-13).

Tavakoulnia, A., Guzman, K., Cibrian, F. L., Lakes, K. D., Hayes, G., & Schuck, S. E. (2019, September). Designing a wearable technology application for enhancing executive functioning skills in children with ADHD. In Adjunct Proceedings of the 2019 ACM International Joint Conference on Pervasive and Ubiquitous Computing and Proceedings of the 2019 ACM International Symposium on Wearable Computers (pp. 222-225).

Doan, M., Cibrian, F. L., Jang, A., Khare, N., Chang, S., Li, A., … & Hayes, G. R. (2020, April). CoolCraig: A Smart Watch/Phone Application Supporting Co-Regulation of Children with ADHD. In Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems (pp. 1-7).