VCU Psychology Department
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Do physicians’ racial biases affect clinical decision making?

Research has demonstrated that automatic, and sometimes unconscious, racial bias can affect how we make decisions about others. But can it influence something as important as a medical decision? read more...

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What affects parenting in high-risk communities?

We know that living in high-risk communities is stressful for parents and youth. How does stress, including exposure to violence, affect parents’ management of their adolescents? read more...

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How can we predict future rates of tobacco use?

Longitudinal population-based surveys of tobacco use can depict current prevalence levels as well as transitions over time, but how can they be used to forecast those in the future? read more...

cigarettes

Can coping skills help the bereaved bend but not break?

How do college students cope when a loved one dies? Bereavement is difficult at any time in life, but is coping with bereavement different for college undergraduates? read more...

school lunch

Why are VCU researchers dumpster diving?

If school cafeterias force children to take fruits and vegetables on their lunch trays, will students eat them? Will they like them more over time when fruits and vegetables are served regularly? read more...

langberg

Dr. Joshua Langberg

Associate Professor (tenure-track)

Clinical Psychology

 

PhD (2006),University of South Carolina

Licensed Clinical Psychologist, Virginia

Contact Information

Phone: 804-828-6273

Office: 806 W Franklin, rm 204

E-mail: jlangberg@vcu.edu

Research Interests

My research focuses on improving the behavioral and academic functioning of children and adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD) and on disseminating evidence-based interventions for children with ADHD into community settings. Along with Steve Evans, PhD at Ohio University, I am directing a National Institute of Mental Health (NIMH) funded project evaluating the cost effectiveness of multiple intensity levels of school-based intervention for young adolescents with ADHD. We are attempting to determine if certain student characteristics can be used to predict how intensive of an intervention will be needed so that schools can direct resources effectively. I also have an Institute for Education Sciences (IES) funded project to develop organization and time management skills interventions for adolescents with ADHD. The primary focus of this project is on developing an intervention that is feasible for school mental health providers to implement during the school day using typically available school resources. Finally, I am working on a number of projects directed by Jeff Epstein, PhD at Cincinnati Children's Hospital 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.

Selected Publications

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.

Epstein, J. N., Langberg, J. M., Lichtenstein, P. K., Kolb, R., Altaye, M., & Simon, J. O. (2011). Use of a web portal to improve community-based pediatric ADHD care: A cluster randomized trial. Pediatrics, 128: e1210-e1217.

Langberg, J. M., Molina, B. S. G., Arnold, L. E., Epstein, J. N., Altaye, M., Hinshaw, S. P., Swanson, J. M., Wigal, T., & Hechtman, L. (2011). Patterns and predictors of adolescent academic achievement and performance in a sample of children with Attention-Deficit/Hyperactivity Disorder (ADHD). Journal of Clinical Child and Adolescent Psychology, 40, 519-531.

Langberg, J. M., Arnold, L. E., Flowers, A. M., Epstein, J. N., Altaye, M., Hinshaw, S. P., Swanson, J. M., Kotkin, R., Simpson, S., Molina, B. S. G., Jensen, P. S., Abikoff, H., Pelham, W. E., Vitiello, B., Wells, K. C., & Hechtman, L. (2010). Parent-reported homework problems in the MTA study: Evidence for sustained improvement with behavioral treatment. Journal of Clinical Child and Adolescent Psychology, 39, 220-233.

Recent Courses
Recent Grants

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.

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

2/2 Multisite Study of School Based Treatment Approaches for ADHD Adolescents. Principal Investigator. July 2009-June 2014. National Institute of Mental Health (NIMH). R01, MH082865-01A2, $1,687,500.

Evaluation of an Intervention for Improving Community-Based Pediatric ADHD Care. Co-Investigator (Principal Investigator, Epstein). July 2010-June 2015. National Institute of Mental Health (NIMH). R01, MH083665-01A2, $2,997,444.

Reading ICARD: Interventions for Children with Attention and Reading Disorders. Co-Investigator (Principal Investigator, Denton). NICHD. R01, HD060617-01A1, $2,816,696.

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, MH082714-01, $412,500.

Award