The present study examined the relationships among gender, inattention, hyperactivity/impulsivity, depressive symptoms, and biases in perceptions of scholastic competence in children. Participants were 38 children with predominantly inattentive symptoms (IA), 59 children with predominantly hyperactive/impulsive symptoms or a combination of hyperactivity/impulsivity and inattention (HICB), and 83 control (CTL) children. HICB children overestimated their scholastic competence more than IA children when reading and math achievement scores were used as criteria and more than CTL children when math achievement and teacher perceptions of children's competence were used as criteria. IA children generally did not differ from CTL children with regard to estimations of competence. Regression analyses suggested that positive illusory self-perceptions are associated with more severe hyperactivity/impulsivity, but not more severe inattention.

This study examined the effectiveness of a treatment program comprised of several components based on evidence-based treatments (EBTs) for disruptive behavior problems delivered to youth participating in a school mental health program in an underserved community in the Appalachian region. Participants were 117 children in kindergarten through 6th grade including 91 children (78% male) from 5 schools who were consecutively referred to the intervention program and 26 children (73% male) from 3 schools in which program implementation was delayed for 1 year. Treatment outcome was measured via parent and teacher ratings of child symptoms and functioning. The treatment condition resulted in significant reduction in hyperactivity/impulsivity and early aggressive and delinquent behavior, as well as significant improvement in several other functional domains. Results suggest that EBTs can retain their effectiveness when transported to a community context.