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VCU Psychology Department

Can people have a "relationship" with the natural world?

Human behavior is at the root of the rapid pace of climate change. What leads people to perceive greater interdependence with the environment? How does their commitment to the environment predict pro-environmental behavior? read more...


What increases emergency visits in children with asthma?

How are family/culturally-based beliefs about asthma, caregiver quality of life, and emergency department use associated in pediatric asthma? read more...


Can we train students' brains to work more effectively?

Direct cognitive training in a school setting represents an important innovation for developing the underlying thinking skills needed for educational success. Can we make computers better "trainers"? read more...


Can you strengthen your character in six hours?

Religious and secular self-help experts have long helped people build character strengths. But can people achieve as much—or even more!—benefit by working through six-hour workbooks at home? read more...


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


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.