Jill M. Norvilitis

University at Buffalo, State University of New YorkUnited States of America

Jill M. Norvilitis PhD is a Professor of Psychology at Buffalo State College in Buffalo, NY. She earned her undergraduate degree in psychology from Hope College in Holland, Michigan and her MA and PhD in Clinical Psychology from Wayne State University in Detroit, Michigan. In 2010, she was recognized with the SUNY Chancellor’s Award for Excellence in Teaching. Dr. Norvilitis is a Clinical Psychologist who specializes in behavior disorders of childhood. Her research focuses on predictors of social and academic adjustment among college students with Attention Deficit Hyperactivity Disorder (ADHD) and perceptions of ADHD cross-culturally. She is the author of over 30 journal articles, book chapters, and edited volumes and she has given over 80 conference and invited presentations.

3books edited

2chapters authored

Latest work with IntechOpen by Jill M. Norvilitis

The treatment of Attention Deficit Hyperactivity Disorder is a matter of ongoing research and debate, with considerable data supporting both psychopharmacological and behavioral approaches. Researchers continue to search for new interventions to be used in conjunction with or in place of the more traditional approaches. These interventions run the gamut from social skills training to cognitive behavioral interventions to meditation to neuropsychologically-based techniques. The goal of this volume is to explore the state-of-the-art in considerations in the treatment of ADHD around the world. This broad survey covers issues related to comorbidity that affect the treatment choices that are made, the effects of psychopharmacology, and non-medication treatments, with a special section devoted to the controversial new treatment, neurofeedback. There is something in this volume for everyone interested in the treatment of ADHD, from students examining the topic for the first time to researchers and practitioners looking for inspiration for new research questions or potential interventions.

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