Howard B. Abikoff
· Research ProfessorVerifiedNew York University · Child Adolescent Psychiatry
Active 1976–2025
About
Howard B. Abikoff is a Research Professor and Professor Emeritus of Child and Adolescent Psychiatry at NYU Grossman School of Medicine. His research focuses on treatment development and evaluation in children with ADHD, including the development of measures to assess functioning of children with ADHD and other conditions in real-world settings. He is also involved in developing organizational skills interventions for children with ADHD and evaluating barriers to the implementation of evidence-based treatments in real-world settings.
Research topics
- Medicine
- Psychology
- Psychiatry
- Developmental psychology
- Biology
- Clinical psychology
- Pharmacology
- Pedagogy
- Bioinformatics
- Medical education
- Genetics
Selected publications
Frontiers in Neuroimaging · 2025-12-09
articleOpen accessObjective We used resting-state functional magnetic resonance imaging to identify changes in brain functional connectivity (FC) associated with Organizational Skills Training (OST). Method In an open, waitlist-controlled, randomized clinical trial (NCT04108273), 51 children aged 8–12 years with deficient organizational skills were assigned to immediate tele-health OST treatment (twice weekly, 10 weeks) or waitlist. We obtained Children’s Organizational Skills Scale-Parent version (COSS-P) scores and examined FC changes between dorsal anterior cingulate cortex (dACC) and preregistered subcortical anterior ventral striatum (aVS) regions-of-interest. Results OST produced significantly lower COSS-P scores compared to waitlist, with a large effect size (Cohen’s f 2 = 0.77). Initial imaging analyses revealed a significant increase (instead of the predicted decrease) in FC between dACC and the aVS component of the default mode network in the immediate treatment group (ΔFC = 0.092 ± 0.041, 95% CI [0.009, 0.175], p < 0.05). Analyses were then performed with two additional analytic pipelines, neither of which detected any significant effects. Conclusion Although improvements in organizational deficits were associated with increased FC within a circuit linking dACC and the default mode network region of the aVS in one analysis, the direction was the opposite of predicted and results did not replicate. Thus, we highlight the tentativeness of our findings; we have de-identified all the data and made it available for investigators to examine and to combine with other datasets in mega- and meta-analyses. Future studies should also include alternative control conditions and larger samples. Clinical trial registration https://clinicaltrials.gov/study/NCT04108273?cond=NCT04108273&rank=1 .
School-based organizational skills training for students in grades 3–5: A cluster randomized trial.
Journal of Consulting and Clinical Psychology · 2024-10-01 · 5 citations
articleOBJECTIVE: Research has demonstrated the effectiveness of interventions to reduce organizational skills deficits and homework problems, including the clinic-based Organizational Skills Training (OST-C) program (Abikoff et al., 2013). In this study, OST-C was adapted for schools as a small-group (Tier 2) intervention delivered by school partners (OST-T2). METHOD: The study was conducted in 22 schools serving students from diverse backgrounds. Students (n = 186; 122 male) in Grades 3-5, ages 8-12 (M = 9.7 years; SD = 0.88) with organizational skills deficits referred by teachers were enrolled. Schools were randomly assigned to OST-T2 or treatment as usual with waitlist. OST-T2 consisted of sixteen 35-min child sessions, two caregivers, and two teacher consultations. Outcomes were evaluated with longitudinal mixed effects modeling at posttreatment, 5-month and 12-month follow-up using caregiver and teacher reports of organizational skills, homework, and academic performance. RESULTS: OST-T2 resulted in reductions in organizational skills deficits on caregiver and teacher report (p < .001) at posttreatment and 5-month follow-up (effect sizes [ES], Cohen's d = 0.96, 1.20). Findings also revealed a reduction in caregiver-reported homework problems at posttreatment and 5-month follow-up (p < .001, ES = 0.60, 0.72), and an improvement in teacher-rated homework at posttreatment (p = .007, ES = 0.64). Effects were attenuated at 12-month follow-up. The effects of OST-T2 on academic measures were not significant. CONCLUSIONS: Findings provide evidence for the immediate and short-term effectiveness of OST-T2 delivered by school professionals. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
School Mental Health · 2024-04-24 · 3 citations
articleOpen accessAbstract Organization, time management, and planning (OTMP) skills are behavioral manifestations of executive functioning linked to academic outcomes. Interventions to improve OTMP skills have shown favorable outcomes. The Children’s Organizational Skills Scale parent and teacher forms (COSS-P, COSS-T) are widely used for assessing OTMP skills, but there is limited research on this scale. This study examined the factor structure and construct validity of the COSS in a non-clinical and clinical sample of students in grades 2–8 (Study 1; n = 1138 COSS-T; 1155 COSS-P), and teacher-referred students with OTMP deficits in grades 3–5 (Study 2; n = 184). In Study 1, a bifactor model with a general factor and three subfactors demonstrated good fit for the COSS-P (RMSEA = .057) and COSS-T (RMSEA = .052). This model was replicated in Study 2. The general factor on both versions demonstrated an acceptable to high level of internal reliability. An acceptable degree of reliability was also identified for subfactor 1 (Task Planning). The COSS was shown to be effective in differentiating children with ADHD from a comparison group drawn primarily from the non-clinical sample (AUC = .84 COSS-P; .85 COSS-T). Sex differences of medium magnitude were identified on the total score of both COSS versions. Correlations between the COSS-P and COSS-T were variable across samples. The findings provide strong evidence for using the total score on the COSS-P and COSS-T as an index of overall OTMP skills deficits. Given variable cross-informant correlations on the COSS, multi-informant assessment of OTMP skills is strongly indicated.
Journal of the American Academy of Child & Adolescent Psychiatry · 2024-10-01
articleOpen accessJournal of the American Academy of Child & Adolescent Psychiatry · 2024-10-01
articleOpen accessJournal of the American Academy of Child & Adolescent Psychiatry · 2022-10-01
articlePsychology in the Schools · 2021 · 1 citations
- Psychology
- Medical education
- Pedagogy
Abstract Effective organizational skills (e.g., time management, materials management, and task planning) are associated with academic success, yet some children struggle to gain these skills without intervention. While evidence‐based organizational skills interventions for pediatric clinical populations exist, none target organizationally impaired general populations in a primary school setting. In Organizational Skills Training‐School (OST‐S), school professionals teach small groups of 4th–5th grade organizationally impaired elementary school students skills associated with tracking assignments, managing materials, time management, and planning. This open pilot study of 33 students examined: a. the feasibility of adapting and implementing an established clinic‐based, individualized treatment (OST‐C) to a group format in a school setting, b. the program's acceptability among children, parents, and school partners, and c. whether participating children improved in the same functional areas that OST‐C positively influenced. Results indicated that we could adapt the intervention, school partners could implement it, and participants could accept it. Pre‐post improvements in organizational skills (as rated by parents, teachers, and children), homework problems, and academic performance demonstrated the potential effectiveness of OST‐S, suggesting the need for further efficacy work.
Journal of Clinical Child & Adolescent Psychology · 2021 · 8 citations
Senior authorCorresponding- Psychology
- Clinical psychology
- Developmental psychology
OBJECTIVE: Behavioral parent training (BPT) is the first line of treatment for preschool-aged children with attention-deficit hyperactivity disorder (ADHD); however, clinically significant improvements are not universal. In the current study, we employ a person-centered approach to create subgroups of families based on the intersection of multiple parent, child, and family pre-treatment factors. Further, we explore the utility of pre-treatment family profiles in predicting post-treatment differences in observed parenting behavior (i.e., behavioral control, parental warmth) and clinically significant change in child ADHD and oppositional symptoms. METHOD: 3.57, range = 3.0- 4.11, 73.8% male, 69.2% White, 25.6% Hispanic) participating in BPT. RESULTS: Findings from the current study suggest three distinct family profiles, which consisted of one profile with high family stress (HFS) as evidenced by elevated symptomatology across parent, child, and family-level domains, a second profile with elevated parental anxiety (PA), and a final profile with elevated parental depression (PD). These family-centered profiles were differentially associated with changes in observed parenting practices. Specifically, the PD profile (39%) demonstrated minimal improvements in behavioral control and warmth following treatment. In contrast, the HFS profile (30%) only improved in behavioral control and the PA profile (31%) improved in both parenting domains following treatment. In addition, marginally significant differences in child oppositional and ADHD symptoms were observed across profiles. CONCLUSIONS: Family-centered approaches may be useful for selecting and implementing interventions.
UNC Libraries · 2020-11-08
articleOpen accessThis study examines the prevalence and characteristics of services reported by school staff for 543 high school students participating in the 8 year follow-up of the multi-site Multimodal Treatment study of ADHD (MTA). Overall, 51.6% of students with a history of attention-deficit/hyperactivity disorder (ADHD) were receiving services through an Individualized Educational Plan (IEP) or a 504 plan, a rate higher than expected for this age group. Less than 5% of these had 504 plans; 35.5% attended special education classes. Very few services (except tutoring) were provided outside of an IEP or 504 plan. Almost all students with services received some type of academic intervention, whereas only half received any behavioral support or learning strategy. Less than one-fourth of interventions appear to be evidence-based. Students receiving services showed greater academic and behavioral needs than those not receiving services. Services varied based upon type of school, with the greatest number of interventions provided to students attending schools that only serve those with disabilities. Original MTA treatment randomization was unrelated to services, but cumulative stimulant medication and greater severity predicted more service receipt. Results highlight a need for accommodations with greater evidence of efficacy and for increased services for students who develop academic difficulties in high school.
UNC Libraries · 2020-11-05
articleOpen accessTo determine long-term effects on substance use and substance use disorder (SUD), up to 8 years after childhood enrollment, of the randomly assigned 14-month treatments in the multisite Multimodal Treatment Study of Children with Attention-Deficit/Hyperactivity Disorder (MTA; n=436); to test whether (a) medication at follow-up, (b) cumulative psychostimulant treatment over time, or (c) both relate to substance use/SUD; to compare substance use/SUD in the ADHD sample to the non-ADHD childhood classmate comparison group (n=261).
Recent grants
NIH · $3.8M · 2001
NIH · $1.3M · 1995
NIH · $3.3M · 2013
NIH · $3.7M · 2012
NIH · $1.9M · 2010
Frequent coauthors
- 385 shared
Lily Hechtman
- 331 shared
Benedetto Vitiello
Ospedale Regina Margherita
- 296 shared
Laurence L. Greenhill
University of California, San Francisco
- 259 shared
Peter S. Jensen
- 239 shared
Stephen P. Hinshaw
University of California, San Francisco
- 216 shared
Rachel G. Klein
Johns Hopkins Hospital
- 211 shared
John S. March
Yale University
- 180 shared
James M. Swanson
Labs
Education
M.D.
New York University School of Medicine
M.A., Child Development
New York University
B.A., Psychology
Yeshiva University
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