Karen C. Wells

Overview

Best Publications

• Fluoxetine, cognitive-behavioral therapy, and their combination for adolescents with depression: Treatment for Adolescents With Depression Study (TADS) randomized controlled trial.

  John March;Susan Silva;Stephen Petrycki;John Curry

  1933
  Citations

• The MTA at 8 Years: Prospective Follow-up of Children Treated for Combined-Type ADHD in a Multisite Study

  Brooke S.G. Molina;Stephen P. Hinshaw;James M. Swanson;L. Eugene Arnold

  1615
  Citations

• ADHD Comorbidity Findings From the MTA Study: Comparing Comorbid Subgroups

  Peter S. Jensen;Stephen P. Hinshaw;Helena C. Kraemer;Nilantha Lenora

  1403
  Citations

• Clinical relevance of the primary findings of the MTA: success rates based on severity of ADHD and ODD symptoms at the end of treatment.

  James M. Swanson;Helena C. Kraemer;Stephen P. Hinshaw;L. Eugene Arnold

  1401
  Citations

• 3-Year Follow-up of the NIMH MTA Study

  Peter S. Jensen;L. Eugene Arnold;James M. Swanson;Benedetto Vitiello

  917
  Citations

• The Treatment for Adolescents with Depression Study (TADS): Long-term effectiveness and safety outcomes

  John S. March;Susan Silva;Stephen Petrycki;John Curry

  854
  Citations

• Findings from the NIMH Multimodal Treatment Study of ADHD (MTA): Implications and applications for primary care providers.

  Peter Jensen;Stephen Hinshaw;James Swanson;Laurence Greenhill

  802
  Citations

• The coping power program for preadolescent aggressive boys and their parents: outcome effects at the 1-year follow-up.

  John E. Lochman;Karen C. Wells

  667
  Citations

• Symptom profiles in children with ADHD: effects of comorbidity and gender

  Jeffrey H. Newcorn;Jeffrey M. Halperin;Peter S. Jensen;Howard B. Abikoff

  612
  Citations

• Predictors and moderators of acute outcome in the Treatment for Adolescents with Depression Study (TADS).

  John Curry;Paul Rohde;Anne Simons;Susan Silva

  581
  Citations

• Observed classroom behavior of children with ADHD: relationship to gender and comorbidity.

  Howard B. Abikoff;Peter S. Jensen;L. L. Eugene Arnold;Betsy Hoza

  561
  Citations

• Cognitive-Behavioral Therapy for Suicide Prevention (CBT-SP): Treatment Model, Feasibility, and Acceptability.

  Barbara Stanley;Gregory Brown;David A. Brent;Karen Wells

  505
  Citations

• Effects of stimulant medication on growth rates across 3 years in the MTA follow-up

  James M. Swanson;Glen R. Elliott;Laurence L. Greenhill;Timothy Wigal

  486
  Citations

• Contextual social-cognitive mediators and child outcome: a test of the theoretical model in the Coping Power program.

  John E. Lochman;Karen C. Wells

  482
  Citations

• Multimodal Treatment of ADHD in the MTA: An Alternative Outcome Analysis

  C. Keith Conners;Jeffrey N. Epstein;John S. March;Adrian Angold

  476
  Citations

• Classroom environment influences on aggression, peer relations, and academic focus

  Joan M. Barth;Sarah T. Dunlap;Heather Dane;John E. Lochman

  460
  Citations

• Family processes and treatment outcome in the MTA: negative/ineffective parenting practices in relation to multimodal treatment.

  Stephen P. Hinshaw;Elizabeth B. Owens;Karen C. Wells;Helena C. Kraemer

  434
  Citations

• The Coping Power program at the middle-school transition: universal and indicated prevention effects.

  John E. Lochman;Karen C. Wells

  431
  Citations

• A social learning approach, vol. 3: Coercive family process

  David H. Barlow;G.R. Patterson;Karen C. Wells

  390
  Citations

• Peer-Assessed Outcomes in the Multimodal Treatment Study of Children with Attention Deficit Hyperactivity Disorder.

  Betsy Hoza;Alyson C. Gerdes;Sylvie Mrug;Stephen P. Hinshaw

  382
  Citations

• Effectiveness of the coping power program and of classroom intervention with aggressive children: Outcomes at a 1-year follow-up*

  John E. Lochman;Karen C. Wells

  380
  Citations