My clinical expertise is in the assessment and treatment of attention-deficit/hyperactivity disorder (ADHD) in children and adolescent, particularly with low-income ethnically diverse children.
My research and scholarship centers on the study of barriers and facilitators of service utilization for ethnically diverse children and families and the development of strategies to address disparities in inner city public schools. The main focus of my work during the past six years has been on the development and implementation of school-wide programs for the prevention and treatment of externalizing (disruptive behavior, aggression, conduct problems) and internalizing mental disorders (anxiety, depression) in school children.
In 2003, I received a K23 grant from the National Institutes of Mental Health with a focus on developing a patient-oriented career. My study focused on understanding the clinical presentation of attention-deficit hyperactivity disorder (ADHD) in ethnically diverse children in urban communities. In 2008, I received an R18 grant from the Centers for Disease Control and Prevention to develop and pilot test Project ACCESS, a school-wide positive behavior support program with mental health support, in two large schools in North Philadelphia. In 2012, the National Institute of Child Health and Development awarded me an R01 grant to test two levels of support for the implementation of Project ACCESS in six schools.
- Assistant Professor of Clinical Psychology in Pediatrics at the Children's Hospital of Philadelphia (2004 – 2013)
- Associate Professor of Clinical Psychology in Pediatrics at the Children's Hospital of Philadelphia (2013– present)
- Clinical Assistant Professor of Pediatrics at University of Pennsylvania School of Medicine (1999 – 2003)
- Associate Professor of Psychiatry at University of Pennsylvania School of Medicine (2015– present)
- Ph.D., Clinical Psychology, Hahnemann University (1995)
- BA, Psychology, Temple University (magna cum laude) (1990)
- Eiraldi RB, Blom-Hoffman J. Standardization of assessment procedures for ADHD. Contemporary Psychology. Vol 47. 2002:623-626.
- Eiraldi RB, Power TJ. Culturally-responsive, biopsychosocial intervention for ADHD and related problems. Journal of Cognitive and Behavioral Practice. Vol 8. 2001:181-189.
- Habboushe DF, Daniel S, Karustis JL, Leff SS, Costigan T, Goldstein SG, Eiraldi R, Power TJ. A family-school homework intervention program for children with attention-deficit/hyperactivity disorder. Journal of Cognitive and Behavioral Practice. Vol 8. 2001.
- Eiraldi R, Power TJ, Karustis JL, Goldstein S. Assessing attention-deficit/hyperactivity disorder and comorbid disorders in children: The child behavior checklist and the Devereux Scales of Mental Disorders. Journal of Clinical Child Psychology. Vol 29. 2000:3-16.
- Karustis JL, Power TJ, Rescorla LA, Eiraldi RB, Gallagher PR. Anxiety and depression in children with ADHD: Unique associations with academic and social functioning. Journal of Attention Disorders. Vol 4. 2000:133-149.
- Power TJ, Eiraldi RB. Educational and psychiatric classification systems. Behavioral Assessment in Schools, Second Edition: Theory, Research and Clinical Foundations. Guilford, New York; 2000:464-488.
- Power TJ, Andrews TJ, Eiraldi RB, Doherty BJ, Ikeda MJ, DuPaul GJ, Landau S. Evaluating ADHD using multiple informants: The incremental utility of combining teacher with parent reports. Psychological Assessment. Vol 10. 1998:250-260.
- Power T, Doherty B, Panichelli-Mindel, Karustis JL, Eiraldi RB. The clinical utility of the ADHD rating scale-IV. Journal of Psycholopathology and Behavioral Assessment. Vol 20. 1998:57-81.
- Power T, Eiraldi R. Using interviews and rating scales to assess ADHD and related problems. The Practical Guide to Attention-Deficit/hyperactivity Disorder for Clinicians. Paul H. Brookes Publishing Co., Inc.; 1998:53-70.