Aaron J. Vaughn, PhD

Associate Training Director, O’Grady Residency

Clinical Psychologist, Behavioral Medicine and Clinical Psychology

Center for ADHD

Assistant Professor, UC Department of Pediatrics

Phone 513-636-4336

Email aaron.vaughn@cchmc.org

Assessment and treatment of children and adolescents with ADHD; organization / academic skills

Aaron Vaughn, PhD, is an assistant professor of pediatrics in Behavioral Medicine and Clinical Psychology at Cincinnati Children's Hospital Medical Center. He earned his MS in clinical psychology from Purdue University, a doctorate in clinical psychology from University of Vermont and completed a clinical internship and postdoctoral fellowship at Cincinnati Children’s Hospital Medical Center. Dr. Vaughn specializes in the assessment and behavioral management of children and adolescents with attention-deficit / hyperactivity disorder and related conditions.

Research interests include the assessment and treatment of ADHD including better understanding of the social, academic, and behavioral impairments exhibited by children and adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD) from a developmental psychopathology perspective. Dr. Vaughn’s research is targeted in applying what is learned toward increasing the effectiveness of evidence-based treatments for children and adolescents with ADHD. 

In particular, Dr. Vaughn’s research is concentrated around:

  • improving the academic performance of children and adolescents with ADHD
  • mechanisms of self-concept in children and adolescents with ADHD
  • peer relationship problems of children and adolescents with ADHD
  • evidence-based assessment and treatment of childhood ADHD

BA: Cedarville University.

MS: Clinical Psychology, Purdue University.

PhD: Clinical Psychology, University of Vermont.

Predoctoral Internship: Cincinnati Children's Hospital Medical Center, 2008-2009.

Postdoctoral Fellowship: Cincinnati Children's Hospital Medical Center, 2009-2011.

Hoza B, Vaughn A, Waschbusch DA, Murray-Close D, McCabe G. Can children with ADHD be motivated to reduce bias in self-reports of competence?Journal of Consulting & Clinical Psychology. 2012;80, 245-254.

Vaughn AJ, Hoza B. The incremental utility of rating scales and a structured diagnostic interview in the assessment of ADHD. Journal of Emotional and Behavioral Disorders. 2012.

Zelaznik H, Vaughn A, Smith A, Hoza B, Green J, Linnea K. Timing deficits in children with Attention Deficit/Hyperactivity Disorder. Human Movement Science. 2012. 31, 255-265.

McQuade JD, Vaughn AJ, Hoza B, Murray-Close D, Molina BSG, Arnold LE, Hechtman L. Perceived social acceptance and peer status differentially predict adjustment in youth with and without ADHD. Journal of Attention Disorders. 2012.

Langberg JM, Becker SP, Epstein JN, Vaughn AJ, Girio-Herrera E. Predictors of response and mechanisms of change in an organizational skills intervention for students with ADHD. Journal of Child and Family Studies. 2012.

Langberg JM, Epstein JN, Becker SP, Girio-Herrera E, Vaughn AJ. Evaluation of the Homework, Organization, and Planning Skills (HOPS) intervention for middle school students with ADHD as implemented by school mental health providers. School Psychology Review. 2012;42, 342-364.

Langberg JM, Becker SP, Epstein JN, Vaughn AJ, Girio-Herrera E. Predictors of response and mechanisms of change in an organizational skills intervention for students with ADHD. Journal of Child and Family Studies. 2012.

Langberg JM, Epstein JN, Becker SP, Girio-Herrera E, Vaughn AJ. Evaluation of the Homework, Organization, and Planning Skills (HOPS) intervention for middle school students with ADHD as implemented by school mental health providers. School Psychology Review. 2012;42, 342-364.

Vaughn AJ, Epstein J, Rausch J, Altaye M, Langberg J, Newcorn J, Hinshaw S, Hechtman L, Arnold LE, Swanson J, Wigal T. Relations between outcomes on a continuous performance test and ADHD symptoms over time. Journal of Abnormal Child Psychology. 2011. 39, 853-864.

Langberg JM, Vaughn AJ, Brinkman WB, Froehlich T, Epstein JN. Clinical utility of the Vanderbilt ADHD rating scale for identifying children without comorbid learning disorders. Pediatrics. 2010;126, 1033-1038.

Evaluation of an Intervention for Improving Community-Based Pediatric ADHD Care. Co-Investigator (Principal Investigator, Epstein). National Institute of Mental Health (NIMH). July 2010-June 2015. R01.

Reading ICARD: Interventions for Children with Attention and Reading Disorders. Co-Investigator (Principal Investigator, Denton). NICHD. R01.

Disseminating a Model Intervention to Promote Improved ADHD Care in the Community. Co-Investigator (Principal Investigator, Epstein). National Institute of Mental Health (NIMH). July 2010-June 2015. R21.