Leanne Tamm

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Cincinnati Children's Hospital Medical Center

United States

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Leanne Tamm is a Professor at Cincinnati Children's Hospital Medical Center in the United States. Her research areas include cognitive disengagement syndrome, neurodevelopmental outcomes in preterm infants, and ADHD-related behaviors. She has contributed to the understanding of neural correlates of cognitive disengagement and reaction time variability in children, as well as strategies for improving the representation of diverse populations in educational programs.

Recent Grants

Grant: Close

Parsing Neurobiological Bases of Heterogeneity in ADHD

Open Date: 2020-06-01

Close Date: 2025-03-31

Grant: Close

Teaching Academic Success Skills to Middle School Students with Autism Spectrum Disorders (ASD) and Executive Functioning Deficits

Open Date: 2018-07-01

Close Date: 2022-06-30

Grant: Close

Teaching Academic Success Skills to Middle School Students with Autism Spectrum Disorders (ASD) with Executive Functioning Deficits

Open Date: 2017-09-01

Close Date: 2019-08-31

Grant: Close

Executive Function/Metacognitive Training for At-Risk Preschoolers

Open Date: 2012-07-01

Close Date: 2016-06-30

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Cincinnati Children's Hospital Medical Center

UNITED STATES

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Leanne Tamm

Research Interests

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About

Recent Grants

Articles (24)

Resting-State Functional Connectivity in a Community Sample of Children With a Range of Cognitive Disengagement Syndrome Symptoms

Diffuse white matter abnormality is independently predictive of neurodevelopmental outcomes in preterm infants

Neural Correlates of Cognitive Disengagement Syndrome Symptoms in Children: A Magnetoencephalography Study

Exploring the neural basis of reaction time variability in ADHD: The importance of examining data at the trial level

Brain-wide associations of reaction time variability in the ABCD study

An In‐Depth Examination of Learning Behaviors in Autistic Middle‐Schoolers Without Intellectual Disability

Developing and Evaluating the Feasibility of a Behavioural Educational Programme for Transporting Students With Disabilities on School Buses

Is Temperament Associated with Academic School Readiness in Children Born Very Preterm?

Strategies to Avoid Physical Restraint in the Summer Treatment Program

Increasing Representation: Strategies for Recruitment and Retention of More Racially and Ethnically Diverse Summer Treatment Program Counselors

ADHD and cognitive disengagement syndrome symptoms related to self-injurious thoughts and behaviors in early adolescents

Brief Report: Daily Living Skills are Impaired in Adolescents with ADHD

Examining Patterns and Predictors of ADHD Teens’ Skill-Learning Trajectories During Enhanced FOrward Concentration and Attention Learning (FOCAL+) Training

Moderators of training response to a driver inattention training program for teens with ADHD

Neurocognition in children with cognitive disengagement syndrome: accurate but slow

Executive Functioning as a Predictor of Adverse Driving Outcomes in Teen Drivers With ADHD

Mathematics abilities associated with adaptive functioning in preschool children born preterm

The shifting role of fluid reasoning in reading among children evaluated for ADHD

Differential diagnoses of irritability and temper loss in a 6-year-old

Improving academic performance through a school-based intervention targeting academic executive functions – a pilot study

Comparison of Adaptive Functioning Measures in Adolescents with Autism Spectrum Disorder Without Intellectual Disability

Trajectories of Response to Treatments in Children with ADHD and Word Reading Difficulties

Diffusion MRI Microstructural Abnormalities at Term-Equivalent Age Are Associated with Neurodevelopmental Outcomes at 3 Years of Age in Very Preterm Infants

Achieving Independence and Mastery in School: An Open Trial in the Outpatient Setting

Collaborators (8)

Richard E. A. Loren

Michael Kofler

Heather Ciesielski

Christopher Schatschneider

Annie Garner

Nehal Parikh

Melissa Dvorsky

Jing Xiang

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