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Jenelle Nissley-Tsiopinis, PhD
Jenelle Nissley-Tsiopinis, PhD
Assistant Professor of Psychiatry

Dr. Nissley-Tsiopinis aims to improve the quality and implementation of interventions for children and adolescents with attention-deficit/hyperactivity disorder and other children/teens with executive functioning deficits, and to improve access to these interventions for diverse populations.

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Bio

Dr. Nissley-Tsiopinis is focused on developing interventions for children and adolescents with attention-deficit hyperactivity disorder (ADHD) and comorbid conditions with an emphasis on improving access to care for underserved, minoritized families. Her particular focus is on developing skills-based interventions for children with ADHD and/or executive functioning deficits, as well as engaging families in care.

Dr. Nissley-Tsiopinis is committed to providing high-quality clinical services, supervision, and mentorship and an enthusiastic faculty member in the Department of Child and Adolescent Psychiatry and Behavioral Sciences (DCAPBS) at CHOP. She joined CHOP in 2008 as a psychologist in the Center for the Management of ADHD in DCAPBS , and has maintained involvement in federally-funded research alongside her clinical practice and teaching.

Her research is focused on understanding sociodemographic, family, and child characteristics that affect parenting as well as the role of parenting in mediating child outcomes in the context of parent training interventions for children with ADHD. She is involved in improving understanding of parent and child characteristics that influence the assessment of ADHD in collaboration with colleagues at CHOP and the University of Pennsylvania.

Dr. Nissley-Tsiopinis developed the ADHD Bootcamp and the Middle School Organizational Skills Training Interventions to address a need in the Center for the Management of ADHD within the DCAPBS outpatient division. She has been involved in numerous quality improvement initiatives, most recently working with colleagues to conduct an electronic health record chart review to determine if racial and ethnic disparities exist in access to group interventions.

Education and Training

T32 Postdoctoral Fellowship, NYU Child Study Center

PhD, Pennsylvania State University (Clinical Psychology, Child Track), 2005

Predoctoral Clinical Internship Program, NYU-Bellevue (Psychology)

Titles and Academic Titles

Assistant Professor of Psychiatry at CHOP in the Standing Faculty

Clinician-Educator, Perelman School of Medicine at the University of Pennsylvania

Research and Clinical Psychologist

Professional Memberships

Co-chair, DCAPBS Safe and Secure Care (SCC) Committee (currently the Ambulatory Behavioral Safety Preparedness Committee)

DCAPBS Psychology Training Committee

DCAPBS Education Program Committee

Professional Awards

Ad hoc reviewer, Cognitive Behavior Practice

Most Cited Paper Award (Senior Author of Recognized Paper), Journal of Pediatric Psychology

Active Grants/Contracts

Dr. Nissley-Tsiopinis is the co-principal investigator of two federally funded studies evaluating the effectiveness of school-based organizational skills training interventions.

Evaluation of School-Based Small Group Organizational Skills Training Program

Institute of Education Sciences (IES)-funded randomized controlled trial (RCT) evaluating the effectiveness of a school-based, small-group version, organizational skills training intervention for third through fifth graders.

The study is a hybrid efficacy-implementation trial designed to incorporate elements of actual practice, such as method of referral and intervention delivery by partnering school staff. As leader of the Intervention Core Team for this study, Dr. Nissley-Tsiopinis led the adaptation of the intervention for implementation across highly diverse schools.

School partners from multiply stressed schools have implemented the intervention with high levels of fidelity, comparable to those of less stressed schools. We are in the process of analyzing the data and preparing to disseminate results, but initial analyses show evidence that the intervention was effective with large effect sizes based on both parent and teacher report. She is taking the lead on a grant application to IES to conduct a conceptual replication of an off-the-shelf version of this intervention using a cluster RCT design.

Homework, Organization and Planning Skills Program

IES-funded RCT to conduct a conceptual replication study of a school-based organizational skills intervention, the Homework, Organization and Planning Skills (HOPS) program, for middle school students.

This project is examining the HOPS intervention under real-world conditions and has a strong focus on understanding organizational factors and intervention process variables that influence implementation and outcomes.