Allison K. Zoromski, PhD
- Member, Division of Behavioral Medicine and Clinical Psychology
- Associate Training Director, O'Grady Residency in Psychology
- Associate Professor, UC Department of Pediatrics
About
Biography
As a clinical child psychologist, I specialize in conducting evaluations for ADHD and providing treatment for children and adolescents with ADHD as well as those with disruptive behavior disorders. I co-direct the Summer Treatment Program for Children with ADHD. I also lead the Academic Success Group for High School students, and I have conducted training on behavioral and academic interventions for parents, teachers, and school and community professionals.
As I became aware of the behavioral and mental health difficulties encountered by children in the classroom from my mother, who is a teacher, and later from my own experiences as a teacher's aide, I became interested in pursuing a degree in psychology to learn how to address these difficulties. During college I spent two summers working at a summer treatment program in New York for children with ADHD, which inspired my interest in translating effective interventions for ADHD into classroom settings and making effective strategies accessible to teachers and families.
In addition to helping children and families, I'm involved in research. I am interested in evaluating treatments for ADHD and finding ways to increase access to evidence-based care through schools and other novel delivery methods.
In my free time, I enjoy traveling, watching and playing sports, and spending time with my friends and family.
BA: Wesleyan University, Middletown, OH, 2007.
MSc: Ohio University, Athens, OH, 2012.
PhD: Ohio University, Athens, OH, 2016.
Pre-Doctoral Internship: Cincinnati Children's, Cincinnati, OH, 2015-16.
Post-Doctoral Fellowship: Children's Mercy Hospital, Kansas City, MO, 2016-17.
Interests
ADHD
Services and Specialties
Interests
ADHD; school based intervention
Publications
Achieving Independence and Mastery in School: A School-Based Executive Function Group Intervention for Autistic Middle Schoolers. Journal of Autism and Developmental Disorders. 2024; 54:4357-4368.
Predicting Help-Seeking Behaviors in Caregivers of Children Newly Diagnosed with ADHD. Evidence-Based Practice in Child and Adolescent Mental Health. 2024; 9:512-527.
Improving academic performance through a school-based intervention targeting academic executive functions - a pilot study. International Journal of Developmental Disabilities. 2024; 70:549-557.
Use of the Weekly Calendar Planning Activity to Assess Executive Function in Adolescents With Autism Spectrum Disorder. American Journal of Occupational Therapy. 2024; 78:7801205040.
School Challenges and Services Related to Executive Functioning for Fully Included Middle Schoolers with Autism. Focus on Autism and Other Developmental Disabilities. 2023; 38:90-100.
Examining bidirectional associations between sleep and behavior among children with attention-deficit/hyperactivity disorder. Journal of child psychology and psychiatry advances. 2023; 3:e12157.
Academic functioning in children with and without sluggish cognitive tempo. Journal of School Psychology. 2022; 95:105-120.
Examining Benchmarks for the Daily Report Card Intervention in a Therapeutic Recreational Setting. Journal of Attention Disorders. 2022; 26:1106-1117.
Middle School Teachers’ Perceptions and Use of Classroom Management Strategies and Associations With Student Behavior. Journal of Emotional and Behavioral Disorders. 2021; 29:199-212.
Unique Associations Between Specific Attention-Deficit Hyperactivity Disorder Symptoms and Related Functional Impairments. Journal of Developmental and Behavioral Pediatrics. 2021; 42:343-354.
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