We conduct research on children, adolescents, and adults with ADHD, learning disabilities, and related conditions. Most of out studies focus on high school and college students with disabilities and ways to improve their academic functioning with accommodations and evidence-based treatment.
Here are some of our published studies. Click on the journal titles (in italics) to learn more:
Weis, R., & Waters, E.A. (in press). Evidence-based accommodations for postsecondary students with disabilities: Beware the base rate fallacy. Psychological Injury and Law. Online First.
Weis, R. (in press). Disabilities and accommodations in higher education: A handbook for disability advisors. Manuscript accepted for publication in Journal of Postsecondary Education and Disability.
Weis, R. Waters, E.A., & Hassler, M. (2023). Assessing academic impairment in college students with disabilities: A new measure to promote evidence-based accommodation granting. Special Educational Needs, 7, 1-22.
Weis, R., & Bittner, S.A. (2022). College students’ access to academic accommodations over time: Evidence of a Matthew Effect in higher education. Special issue on ethical issues in disability assessment. Psychological Injury and Law, 15, 236-252.
Weis, R., Hombosky, M., Schafer, K., Shulman, D., & Tull, J. (2021). Accommodation decision-making for postsecondary students with ADHD: Implications for neuropsychologists. Special issue on the neuropsychological assessment of adult ADHD. Journal of Clinical and Experimental Neuropsychology, 43, 370-383.
Weis, R., Ray, S.D., & Cohen, T.A. (2021). Mindfulness as a way to cope with COVID-19-related stress and anxiety: Special section on interventions for COVID-19. Counseling and Psychotherapy Research, 21, 8-18.
Cohen, T.A., Ray, S.D., Audette, C., & Weis, R. (2021). College students' access to academic accommodations varies as a function of school type, selectivity, and cost. Education and Culture Studies, 4, 130-145.
Weis, R. & Beauchemin, E.L. (2020). Are separate room test accommodations effective for college students with disabilities? Assessment and Evaluation in Higher Education, 45, 794-809.
Weis, R., Till, C., & Erickson, C.P. (2020). Assessing and overcoming the functional impact of ADHD in college students: Evidence-based disability determination and accommodation decision-making. Journal of Postsecondary Education and Disability, 32, 279-295.
Weis, R., & Droder, S.J. (2019). Development and initial validation of a reading-specific performance validity test: The College Assessment of Reading Effort (CARE). Psychological Injury and Law, 12, 29-41.
Weis, R., Till, C., & Erickson, C.P. (2019). ADHD assessment in college students: Psychologists’ adherence to DSM-5 criteria and multi-method/multi-informant assessment. Journal of Psychoeducational Assessment, 37, 209-225
Weis, R., Erickson, C.P., & Till, C. (2017). When average isn’t good enough: Students with learning disabilities at selective, private colleges. Journal of Learning Disabilities, 50, 684-700.
Weis, R., Osborne, K. J., & Dean, E. L. (2016). Effectiveness of a universal, interdependent group contingency program on children's academic achievement: A countywide evaluation. Journal of Applied School Psychology, 31, 199-218.
Weis, R., Dean, E.L., & Osborne, K.J. (2015). Accommodation decision-making for postsecondary students with learning disabilities: Individually-tailored or one-size- fits-all? Journal of Learning Disabilities, 49,484-497.
Weis, R., Speridakos, E.C., & Ludwig, K. (2014). Community college students with learning disabilities: Evidence of impairment, possible misclassification, and a documentation disconnect. Journal of Learning Disabilities, 47, 556-568.
Weis, R., Sykes, L., & Unadkat, D. (2012). Qualitative differences in learning disability across postsecondary institutions. Journal of Learning Disabilities, 45, 491-502.
Weis, R., & Cerankosky, B.C. (2010). Effects of video game ownership on young boys’ academic and behavioral functioning: A randomized, controlled study. Psychological Science, 21, 1-8.
Denison students' names are presented in bold.