Steven Evans

Distinguished Professor

Ohio State University

United States

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Steven Evans is a Distinguished Professor at Ohio University in the United States. His research focuses on intervention strategies and outcomes for youth with Attention Deficit Hyperactivity Disorder (ADHD), as well as the application of artificial intelligence in consultation training. Recent publications include studies on school-based interventions, the utility of screening for tics, and cost-effectiveness analyses related to ADHD management. He is dedicated to advancing the science of mental health interventions in educational settings.

Articles (17)

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2025

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2022

Collaborators (2)

Marieke de Vries

Assistant Professor

Utrecht University

NETHERLANDS

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Judith Harrison

Associate Professor

Rutgers University

UNITED STATES

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Steven Evans

Research Interests

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Articles (17)

Assessing the Interrater Agreement of Artificial Intelligence Transcript Analysis for Use in Consultation Training

Transforming the Science and Practice of Working with Children with ADHD: The Lasting Impact of Dr. William E. Pelham Jr. and the Summer Treatment Program: A Commentary on the Special Issue

Advancing the Science of Intervention Development in School Mental Health: A Commentary on this Special Issue

A Peer-Supported School Engagement Intervention for Youth with Attention Problems: Development and Implementation

Effects of Compliance to a Training Intervention for High School Students with ADHD

A Population-Based Study of the Utility of Screening for Tics and the Relative Contribution of Tics and Psychiatric Comorbidity to Academic and Social Impairment in Adolescents

Retrospective Report of Academic Motivation Among College Students With Elevated ADHD Symptoms

Social Functioning Outcomes of a High School-Based Treatment Program for Adolescents with ADHD

Impairment’s Role in the Pathway From Externalizing Psychopathology to Depressive Symptoms in Adolescents With ADHD

The Homework Problems Checklist: Psychometric Properties and Usefulness in teens with and without ADHD

Surveillance of ADHD Among Children in the United States: Validity and Reliability of Parent Report of Provider Diagnosis

Cost-Effectiveness of a Training Intervention for Adolescents with ADHD

Promoting Classroom Social and Academic Functioning among Children at Risk for ADHD: The MOSAIC Program

Comparison of Four Classroom-Based Strategies for Middle School Students With ADHD: A Pilot Randomized Controlled Trial

Supporting Teachers’ Use of Classroom Management Strategies via Different School-Based Consultation Models: Which Is More Cost-Effective for Whom?

Impact of COVID-19 on Youth With ADHD: Predictors and Moderators of Response to Pandemic Restrictions on Daily Life

Risk and Protective Factors for Patterns of Bullying Involvement in Middle School Students

Collaborators (2)

Marieke de Vries

Judith Harrison

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