VCU Psychology Department

Does forgiving others affect your meaning in life?

Relationships are a vital source of meaning in life. But conflicts are inevitable in every relationship. Might forgiving an offense by your partner increase or restore how meaningful you feel your life is? read more...


How can we track the psychosocial functioning of patients?

Understanding a patient’s psychological profile over time can aid in diagnosis, assessment, and treatment planning. What method can we use to track the psychosocial functioning of patients? read more...


How important are routines for our well-being?

William Blake suggested that we "Think in the morning, act in the noon, read in the evening, and sleep at night." How critical is the timing and regularly of our daily activities for our well-being? read more...


Dr. Joshua Langberg

Associate Professor (tenured)

Clinical Psychology

Director, Promoting Adolescent School Success (PASS)

Co-director, Center for ADHD Research, Education, and Service


PhD (2006),University of South Carolina

Licensed Clinical Psychologist, Virginia

Contact Information

Phone: 804-828-6273

Office: 806 W Franklin, rm 204


Web site: Promoting Adolescent School Success (PASS)

Research Interests

My research focuses on improving the behavioral and academic functioning of children, adolescents, and emerging adults with Attention-Deficit/Hyperactivity Disorder (ADHD) and on disseminating evidence-based interventions for youth with ADHD into community settings. This is a busy and exciting time for our group as we are simultaneously running three large intervention studies. First, we are in the midst of a large randomized trial of the Homework, Organization, and Planning Skills (HOPS) intervention (N = 260). HOPS is a school-based intervention delivered by school counselors and psychologists during the school day. We are comparing HOPS to another active intervention condition, focused on improving adolescents’ focus and efficiency during homework completion. Second, along with Dr. Arthur Anastopolous at UNCG, we recently started a randomized trial evaluating the efficacy of the Accessing Campus Connections and Empowering Student Success (ACCESS) intervention for college students with ADHD. ACCESS is a cognitive-behavioral intervention that involves both group and mentoring components. Over the course of this 4-year study, we will enroll close to 250 college students with ADHD. Third, along with Dr. Rose Corona and her group, we are developing and evaluating an intervention for high school age adolescents with ADHD that focuses on tobacco and substance use prevention. We are working with a team of experts to develop and refine the intervention content and will then move to evaluating the efficacy of the intervention through a randomized trial. I am also a Co-Investigator on a number of pediatric focused grant projects. For example, I am working with Dr. Jeff Epstein at Cincinnati Children's Hospital on a grant focused on improving pediatricians' use of evidence-based assessment and treatment practices for children with ADHD. We are evaluating whether pediatricians' use of an ADHD Web Portal improves practice behaviors and child outcomes.

With all of these on-going projects and other recently completed projects (see recent grants below) we have lots of data and are a very productive group. The students in my lab publish frequently and have wide-ranging research interests under the broad umbrella of ADHD, including school-based mental health, resilience and protective factors, sleep, executive functions, substance use, and sluggish cognitive tempo. In addition, along with Dr. Heather Jones, I co-direct and supervise in the ADHD Clinic here at VCU. This provides us with a unique opportunity to take what we learn in our research studies and directly apply it in the Richmond, Virginia community.

Selected Publications

Becker, S. P., Langberg, J. M., & Byars, K. C. (2015). Advancing a biopsychosocial and contextual model of sleep in adolescence: A review in introduction to the special issue. Journal of Youth and Adolescence, 44(2), 239-270.

Langberg, J. M., Becker, S. P., Dvorsky, M. R., & Luebbe, A. M. (2014). Are sluggish cognitive tempo and daytime sleepiness distinct constructs? Psychological Assessment.

Langberg, J. M., Dvorsky, M. R., Becker, S. P., & Molitor, S. J. (2014). The impact of daytime sleepiness on the school performance of college students with ADHD: A prospective longitudinal study. Journal of Sleep Research, 23, 318-325.

Langberg, J. M., Epstein, J. N., Becker, S. P., Girio-Herrera, E., & Vaughn, A. J. (2012). Evaluation of the Homework, Organization, and Planning Skills (HOPS) intervention for middle school students with ADHD as implemented by school mental health providers. School Psychology Review, 41, 342-364.

Langberg, J. M., & Becker, S. P. (2012). Does long-term medication use improve the academic outcomes of youth with Attention-Deficit/Hyperactivity Disorder? Clinical Child and Family Psychology Review, 15, 215-233.

Recent Courses
Recent Grants

Improving the Educational and Social-Emotional Functioning of College Students with ADHD. Co-Principal Investigator with Arthur Anastopolous, Ph.D. University of North Carolina at Greensboro. July 2015 – June 2019. Department of Education; Institute of Education Sciences (IES). R305A150207, $3,179,850.

Integrating Tobacco Prevention Strategies into Behavioral Parent Training for Adolescents with ADHD. Co-Principal Investigator with Rose Corona, Ph.D. July 2015 – June 2018. Virginia Foundation for Healthy Youth (VFHY). 8521067, $449,362.

Efficacy of an Organizational Skills Intervention for Middle School Students with ADHD. Principal Investigator. August 2013 - July 2017. Department of Education; Institute for Education Sciences (IES). R305A130011, $2,414,164.

Evaluation of an Intervention for Improving Community-Based Pediatric ADHD Care. Co-Investigator (Principal Investigator, Epstein). July 2010-June 2016. National Institute of Mental Health (NIMH). R01, MH083665, $2,997,444.

2/2 Multisite Study of School Based Treatment Approaches for ADHD Adolescents. Principal Investigator. July 2009-June 2015. National Institute of Mental Health (NIMH). R01, MH082865-01A2, $1,687,500.

Reading ICARD: Interventions for Children with Attention and Reading Disorders. Co-Investigator (Principal Investigator, Denton). NICHD. R01, HD060617, $2,816,696.

Organizational Skills Interventions for Children with ADHD. Principal Investigator. July 2009-June 2012. Department of Education; Institute for Education Sciences (IES). R305A090059, $675,000.

Disseminating a Model Intervention to Promote Improved ADHD Care in the Community. Co-Investigator (Principal Investigator, Epstein). July 2010-June 2015. National Institute of Mental Health (NIMH). R21, MH082714, $412,500.