ASSIST Information Webinar
The following is a brief presentation that provides further information on the ASSIST program and research study, as well as the role of school psychologists in the Canada-wide evaluation of ASSIST. Information provided in this webinar or included on presentation slides is not to be reproduced without the written permission of Dr. Penny Corkum. Please contact ASSIST@dal.ca for more information. Please click here to access the webinar.
One Page Information Sheets for the Evaluation of ASSIST study
Here you can download one-page information sheets for collaborating psychologists, teachers, school administration, and parents. These are designed to give each group a brief description of the program and their potential role within the upcoming cluster randomized controlled trial (cluster RCT) in 2017.
ASSIST Media Release
Published Research Articles on ASSIST
Barnett, B., Corkum, P., & Elik, N. (2012). A web-based intervention for elementary school teachers of students with attention-deficit/hyperactivity disorder (ADHD). Psychological Services. Advance online publication. 9(2), 227-230 doi:10.1037/a0026001
Corkum, P., Bryson, S., Smith, I., Giffen, C., Hume, K., & Power, A. (2014). Professional development needs for educators work with children with autism spectrum disorder in inclusive school environments. Exceptionality Education International, 24, 33-47
Corkum, P., Elik, N., Blotnicky, P., McGonnell, M., & McGrath, P. (2015). Web-based intervention for teachers of elementary students with ADHD. Randomized controlled trial. Journal of Attention Disorders. Doi: 1087054715603198.
Elik, N., Corkum, P., Blotnicky-Gallant, & McGonnell, M. (2015). Overcoming the barriers to teachers’ utilization of evidence-based interventions for children with ADHD: The Teacher Help for ADHD program. Perspectives on Language and Literacy. 41(1), 40-49.
Walker-Noack, L.*; Corkum, P., Elik, N. & Fearon, I. (2013). Youth perceptions of attention deficit/hyperactivity disorder and barriers to treatment. Canadian Journal of School Psychology. 28(2), 193-218. doi: 10.1177/0829573513491232