About

Thomas J. Power, PhD, is a Professor and the CE of Pediatrics (Developmental and Behavioral Pediatrics) at the Children's Hospital of Philadelphia. He serves as Associate Chair of Academic Affairs in the Department of Child and Adolescent Psychiatry and Behavioral Sciences at the same hospital. His educational background includes a B.S. in Psychology from St. Joseph’s College, Philadelphia, an M.A. in Guidance and Counseling from Villanova University, and a Ph.D. in Psychology in Education from the University of Pennsylvania. His research expertise encompasses assessment and treatment of ADHD, multisystemic interventions for children with ADHD, behavioral health in primary care, intervention development, and reducing disparities in mental health care. His clinical expertise includes group parent training and school consultation. Dr. Power has contributed to the field through numerous publications on promoting children’s mental health, linking health and educational systems, and improving outcomes for children with ADHD. His work emphasizes interdisciplinary and community partnerships to advance reforms in pediatric mental health and educational settings.

Research topics

• Psychiatry
• Clinical psychology
• Medicine
• Psychology
• Developmental psychology

Selected publications

• Cluster-randomized Trial of Homework, Organization, and Planning Skills Program Compared to Treatment as Usual/Waitlist for Youth Ages 11-14: Study Protocol for Conceptual Replication

  medRxiv · 2026-02-17

  articleOpen accessSenior authorCorresponding

  Abstract Background Organization, time management, and planning (OTMP) difficulties are associated with academic underachievement. OTMP skills training programs are effective in reducing OTMP deficits and improving academic performance. A randomized controlled trial of Homework, Organization, and Planning Skills (HOPS) for students ages 11-14 (1) found it to be effective with medium to large effects. In that study, HOPS was provided by counselors employed by the research team. This study is a replication examining HOPS under more authentic conditions when providers are employed by schools serving enrolled students. The primary aim is to evaluate HOPS offered by school providers in relation to treatment-as-usual/waitlist (TAU/WL). To respond to limited school resources post-COVID-19, HOPS is also provided by research team members, creating the opportunity to replicate the findings from the prior trial (1) and explore differential effectiveness when HOPS is implemented by school vs. research providers. Methods Students in about 30 schools serving students ages 11-14 will be enrolled. Schools are randomly assigned to HOPS vs. TAU/WL on a 2:1 ratio. Students assigned to HOPS schools are randomly assigned to a school vs. research provider on a 1:1 basis. Providers receive two hours of training and additional assistance on request. Child outcomes related to OTMP skills, homework, and academic performance are assessed at post-treatment, 6-month (from baseline) follow-up, and 12-month follow-up. HOPS sessions are video recorded for fidelity coding. Potential effect modifiers include student ADHD, oppositional defiant, and internalizing symptoms, and family socioeconomic level. Analyses will use mixed effects modeling. The goal of the study is to enroll 135 participants, yielding a minimal detectable effect size of 0.50, within the expected range based on prior research. Discussion The study is unique in examining intervention implementation and effectiveness when intervention is provided under authentic practice conditions. Trial Registration This study was registered with clinicaltrials.gov ( NCT04465708 ).

  PublisherOA PDFDOI

• Data-Based Decision Making to Improve Organization, Time Management, and Planning: Screening and Progress Monitoring Tools

  School Mental Health · 2026-05-20

  articleOpen accessSenior author

  Abstract Improvements in organization, time management, and planning (OTMP) skills have downstream effects on student academic performance. Brief, practical assessment tools are needed to identify students needing OTMP intervention and monitor response to intervention. The purpose of this study was to develop and validate brief rating scales of OTMP skills, derived from the Children’s Organizational Skills Scale parent and teacher versions (COSS-P, COSS-T), for screening and progress monitoring. Three samples were used: (1) general and clinical sample ( n for caregivers = 1155; n for teachers = 1139; Abikoff & Gallagher, 2009); (2) sample from the randomized controlled trial (RCT) evaluating Organizational Skills Training-Tier 2 (OST-T2; n = 185; Nissley-Tsiopinis et al., 2024); (3) sample from the RCT evaluating Homework, Organization, and Planning Skills (HOPS; n = 163; Langberg et al., 2018). Based on indices of discrimination and item effect sizes, we identified 10 items from the COSS-P/T representing multiple components of OTMP interventions, in addition to one item assessing OTMP interference with performance. Confirmatory factor analyses demonstrated strong fit to a bifactor model. Only the general factor demonstrated acceptable reliability. The total score demonstrated convergent validity with measures of school and executive functioning and was excellent in differentiating children with and without substantial, impairing OTMP deficits (Area Under Curve [AUC] = .947 for COSS-P, .982 for COSS-T). Treatment sensitivity for the screeners and three, five-item formative behavior assessment measures, computed as effect sizes (Cohen’s d ) based on response to OST-T2 and HOPS, all exceeded −1.20. The brief tools developed in this study have substantial utility for screening and progress monitoring.

  PublisherOA PDFDOI

• Section Commentary. Ecology of Consultation

  2025-12-11

  book-chapter1st authorCorresponding

  This commentary amplifies themes highlighted by the research described in the chapters of this section. In particular, this commentary highlights the contributions of developmental ecological psychology and emphasizes the centrality of systems of support and connections with key adults and community professionals in providing consultation. In addition, this commentary elaborates on contributions from implementation science in promoting wide-scale use of consultation and uptake of evidence-based interventions, as well as addressing inequities in access to and quality of consultation services.

  PublisherDOI

• 1015 Understanding Contributors to Early Childhood Sleep Intervention Response: A Mixed Methods Study

  SLEEP · 2025-05-01

  articleOpen access

  Abstract Introduction This mixed-methods study sought to identify contributors to caregiver-reported child sleep improvements after receiving Sleep Well!, a behavioral sleep intervention for 1-5-year-olds, by examining (1) quantitative data from intervention sessions and (2) qualitative caregiver perceptions at post-intervention. Methods Forty-six caregiver-child dyads (caregivers: 96% mothers, 64% non-Latine Black, 40%≦high school education; children: 40% girls, 67% non-Latine Black) randomized to Sleep Well! completed a 3-session telehealth intervention. Interventionists completed fidelity forms to indicate session content implemented (intervention components, suggested strategies, handouts, homework) and rated family engagement using a Likert scale item. Forty-two caregivers also completed post-intervention ratings of child sleep problems (Brief Child Sleep Questionnaire item, primary trial outcome) and semi-structured qualitative interviews, coded using thematic analysis. Child sleep improvements were dichotomized into “resolved sleep problem” versus “small to severe problem.” Quantitative analyses (chi-square and t-tests) assessed relationships between session content, interventionist-rated engagement, and sleep problem resolution, while qualitative themes were stratified by sleep problem resolution status. Results A total of 64% (n=27) of dyads reported post-intervention sleep problem resolution. Intervention components, suggested strategies, handouts, and homework were not associated with sleep problem resolution. There was a moderate (d=0.69) difference in reporting of a resolved sleep problem based on interventionist-rated engagement, with higher engagement ratings for caregivers reporting a resolved sleep problem, although this did not reach statistical significance, p=.10. Furthermore, qualitative themes of strong intervention-related acceptability, cultural humility, and positive feedback did not differ according to whether the caregiver quantitatively reported a resolved child sleep problem. However, caregivers reporting a resolved child sleep problem qualitatively reported feeling well-equipped with tools from the intervention to manage child sleep, whereas those with an unresolved child sleep problem qualitatively expressed less confidence managing child sleep, citing their child’s behavior as a challenge to sleep improvements. Conclusion Although caregivers reporting an unresolved child sleep problem after Sleep Well! participation qualitatively expressed positive intervention feedback, they also described less confidence in sleep strategies and more challenging child behaviors. Additional research is needed to develop more personalized strategies to address caregiver-reported challenging child behaviors, confidence in intervention strategies, and intervention engagement. Support (if any) K23HD094905 (AAW)

  PublisherOA PDFDOI

• Diffusion-Informed Probabilistic Contact Search for Multi-Finger Manipulation

  2025-05-19

  article

  Planning contact-rich interactions for multi-finger manipulation is challenging due to the high-dimensionality and hybrid nature of dynamics. Recent advances in data-driven methods have shown promise, but are sensitive to the quality of training data. Combining learning with classical methods like trajectory optimization and search adds additional structure to the problem and domain knowledge in the form of constraints, which can lead to outperforming the data on which models are trained. We present Diffusion-Informed Probabilistic Contact Search (DIPS), which uses an A* search to plan a sequence of contact modes informed by a diffusion model. We train the diffusion model on a dataset of demonstrations consisting of contact modes and trajectories generated by a trajectory optimizer given those modes. In addition, we use a particle filter-inspired method to reason about variability in diffusion sampling arising from model error, estimating likelihoods of trajectories using a learned discriminator. We show that our method outperforms ablations that do not reason about variability and can plan contact sequences that outperform those found in training data across multiple tasks. We evaluate on simulated tabletop card sliding and screwdriver turning tasks, as well as the screwdriver task in hardware to show that our combined learning and planning approach transfers to the real world.

  PublisherDOI

• Family partnerships to support equity and cultural humility in pediatric intervention research

  Journal of Pediatric Psychology · 2025-05-20

  articleOpen accessSenior author

  OBJECTIVE: Family partnerships in community-engaged research (CEnR) can promote family-centered, equitable interventions. This paper describes the process (meeting frequency, content) of a collaborative research family partnership and related methodological modifications to support equity and cultural humility during a multi-phase project adapting and evaluating an early childhood sleep intervention (Sleep Well!) for families of primarily lower socioeconomic status (SES) backgrounds in urban (large, metropolitan) primary care. METHODS: The Children's Hospital of Philadelphia Research Family Partners Program consulted on initial project development. Research family partners collaborated to modify intervention content, delivery methods, and research procedures in an open-pilot (NCT04046341) and randomized controlled trial (NCT04473222). We reviewed family partners meeting agendas, presentations, and minutes to identify meeting frequency, content, and resulting project modifications and to generate related themes. Family partners also provided recommendations for researchers, including for those without existing institutional CEnR resources. RESULTS: Ten 60-120-min meetings with 4-6 family partners occurred over 4 years. Themes representing the partnership process and project modifications included enhancing flexibility, centering cultural humility, and incorporating contextual factors (coronavirus pandemic, police violence, racism). These factors were especially relevant as project participants were primarily Black mothers and/or of lower-SES backgrounds. Family partner recommendations highlighted the need for collaborative, meaningful, and communicative relationships in pediatric intervention research. CONCLUSIONS: The extent of recommended project modifications highlights the importance of family partnerships to support equity and cultural humility in pediatric psychology research and practice. Findings also underscore the need for representation of racial and ethnic minoritized scholars and families in this work.

  PublisherOA PDFDOI

• Toolkit to Support Teachers’ Use of Behavioral Classroom Interventions: Results from a Randomized Pilot Trial

  School Psychology Review · 2025-11-06

  articleSenior author

  Teacher-delivered Tier 1 (i.e., whole class) and Tier 2 (i.e., targeted) behavioral classroom interventions are effective in improving student academic and behavioral functioning, but often not delivered as recommended. Implementation strategies, especially strategies that are both feasible and effective, could support teachers in the delivery of these interventions. This pilot randomized controlled trial evaluated the acceptability, feasibility, and preliminary evidence of effectiveness of the Positive Behavior Management Toolkit (PBMT) in supporting teacher implementation and student outcomes. The PBMT is a modular implementation resource package to support K-5 teachers in delivering Tier 1 and Tier 2 behavioral interventions. Twenty teachers were randomized to receive either the PBMT or implementation support as usual. Quantitative and qualitative results suggested that the PBMT was highly acceptable, feasible and contextually appropriate. We also collected data on teacher fidelity to behavioral interventions and student outcomes for enrolled focal students with symptoms of attention-deficit/hyperactivity disorder (ADHD) at baseline and post-intervention. Although the pilot study was underpowered to conduct significance testing, the results suggested the PMBT may be effective in supporting teacher implementation outcomes and were mixed regarding student outcomes.

  PublisherDOI

• Feeding infants and toddlers in Japan: Continuity and cultural integration of expert advice in parenting magazines over time

  Pacific Early Childhood Education Research Association · 2025-05-01

  article

  Childhood obesity and unhealthy eating habits are a growing global concern. This study examined how feeding practices recommended by Japanese experts align with established feeding recommendations, including those commonly referenced in high-income Western countries. We also examined whether the nature of Japanese expert advice changed over time. Using expert advice regarding feeding and eating from two popular Japanese parenting magazines published in two time periods (2006/2007 and 2018/2019), we conducted a deductive qualitative analysis based on Vaughn et al.'s content map of fundamental feeding constructs and models of responsive feeding. The results showed that Japanese parenting magazines most closely aligned with the concepts of “Structure” and “Autonomy” from Vaughn et al.’s framework, as well as “Responsiveness to Child Cues,” across both time periods. These findings reflect key elements of Self-Determination Theory (SDT), which emphasizes the importance of supporting children’s autonomy, competence, and relatedness in promoting healthy self-regulation. Japanese expert advice included culturally specific practices such as acceptance of amae and physical closeness (skinship), suggesting an integration of Western feeding constructs with culturally embedded caregiving values. While the core feeding principles remained largely unchanged, the findings offer insight into the continuity of Japanese parenting magazine advice on infant and toddler feeding.

  PublisherDOI

• 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

  article

  OBJECTIVE: 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).

  PublisherDOI

• A Community-Partnered Research Process for Implementation Strategy Design: Developing Resources to Support Behavioral Classroom Interventions

  School Mental Health · 2024-06-18 · 6 citations

  articleOpen accessSenior author

  Abstract Schools need effective, sustainable implementation strategies to support teachers in using effective Tier 1 (i.e., whole class) and Tier 2 (i.e., targeted) behavioral interventions in the classroom. This paper describes an iterative, community-partnered process of developing implementation resources to support teachers in using Tier 1 and 2 positive behavior management interventions; we call these resources the Positive Behavior Management Toolkit (PBMT). There were two key aspects to the iterative development process: 1) working with a Program Development Team of district—and school-employed partners to identify priorities, interpret data, provide feedback on resources, and plan for sustainment; and 2) conducting a series of tryouts in which teachers used a version of the PBMT in their classrooms and provided quantitative and qualitative feedback on acceptability, appropriateness, feasibility, and recommendations for improvement. In partnership with the Program Development Team, we used data from the tryouts to inform revisions to the PBMT. This paper presents quantitative and qualitative data from the tryouts and describes how these data informed revisions to the PBMT. We also describe the processes by which we engaged the team, considerations related to contextual appropriateness, and lessons learned related to community-engaged intervention development research.

  PublisherOA PDFDOI

Recent grants

• NIH Grant R01MH068290

  NIH · $3.5M · 2012

• NIH Grant R34MH080782

  NIH · $667k · 2011

Frequent coauthors

• Jennifer A. Mautone

  University of Pennsylvania

  142 shared

• Nathan J. Blum

  Children's Hospital of Philadelphia

  89 shared

• Stephen S. Leff

  84 shared

• Ricardo Eiraldi

  Children's Hospital of Philadelphia

  76 shared

• George J. DuPaul

  Lehigh University

  58 shared

• Abbas F. Jawad

  Children's Hospital of Philadelphia

  45 shared

• Alexander G. Fiks

  Children's Hospital of Philadelphia

  39 shared

• Anson J. Koshy

  29 shared

Labs

• Thomas J. Power LabPI

Education

• PhD, Education

  University of Pennsylvania