Dr. Tresco has worked extensively with children and adolescents with ADHD and their
families and continues to pursue research and clinical interests pertaining to assessment
and intervention for externalizing behavior problems.
Dr. Tresco’s professional interests also include behavioral and collaborative consultation techniques and outcomes, home-school-primary care collaboration, response to intervention and the use of school-based data-driven decision making, program evaluation, and improving access to and implementation of evidenced-based services for schools and families from undeserved and culturally diverse populations.
She is also a licensed psychologist in Pennsylvania.
Dr. Tresco obtained her Ph.D. in School Psychology from Lehigh University and completed a postdoctoral fellowship in psychology at the Center for the Management of ADHD at the Children’s Hospital of Philadelphia.
Mautone, J.A., Marcelle, E.T., Tresco, K.E., & Power, T.J. (2015) Assessing the quality of the parent-teacher relationships for students with ADHD. Psychology in the Schools, 52, 196-207.
Power, T.J., Mautone, J.A., Marshall, S.A., Jones, S. A., Cacia, J., Tresco, K.E, Cassano, M.C. Jawad, A.F., Guevara, J.P., Blum, N,J. (2014). Feasibility and Potential Effectiveness of Integrated Services for Children with ADHD in Urban Primary Care Practices. Clinical Practice in Pediatric Psychology, 2, 412-426.
O’Connor, B.C., Tresco, K.E., Pelham, W.E., Waschbusch, D.A, Gnagy, E.M., & Greiner, A.R. (2012). Modifying an Evidence-Based Summer Treatment Program for Use in a Summer School Setting: A Pilot Effectiveness Evaluation. School Mental Health, 4, 143-154.
Power, T.J., Soffer, S.L., Cassano, M.C., Tresco, K.E., & Mautone, J.A. (2011). Integrating psychosocial and pharmacological interventions: A participatory, evidence-based approach. In S. Evans & B. Hoza (Eds.), Treating attention-deficit/hyperactivity disorder. New York: Civic Research Institute.
Tresco, K.E., Lefler, E.K., and Power, T.J. (2010). Psychosocial Interventions to Improve the School Performance of Students with Attention-Deficit/Hyperactivity Disorder. Mind & Brain, The Journal of Psychiatry, 1, 69-74.
Mautone, J. A., DuPaul, G. J., Jitendra, A. K., Tresco, K. E., Vile Junod, R., & Volpe, R. J. (2009). The relationship between treatment integrity and acceptability of reading interventions for children with ADHD. Psychology in the Schools, 46, 919-931.
Power, T.J., Tresco, K.E., & Cassano, M.C. (2009). School-based interventions for children with ADHD. Current Psychiatry Report, 11,407-414.
Volpe, R.J., DuPaul, G.J., Jitendra, A.K., & Tresco, K.E. (2009). Consultation-based Academic Interventions for Children with ADHD: Effects on Reading and Mathematics Outcomes at One-Year Follow-up. School Psychology Review, 38, 5-13.
Jitendra, A.K., DuPaul, G.K., Volpe, R.J., Tresco, K.E., Vile Junod, R.E., Lutz, J.G., Cleary, K.S., Flammer, L.M., & Mannella, M.C. (2007). Consultation-based academic intervention for children with ADHD: School functioning outcomes. School Psychology Review,36, 217-235.
DuPaul, G.J., Jitendra, A.K., Volpe, R.J., Tresco, K.E., Lutz, J.G., Vile Junod, R.E., Cleary, K.S., Flammer, L.M., & Mannella, M.C. (2006). Consultation-based academic interventions for children with ADHD: Effects on reading and mathematics achievement. Journal of Abnormal Child Psychology, 35, 633-646.
DuPaul, G.J., Jitendra, A.K., Tresco, K.E., Vile Junod, R. E., Volpe, R.J., & Lutz, J.G. (2006). Children with attention deficit hyperactivity disorder: Are there gender differences in school function? School Psychology Review, 35, 292-308.