Laboratory for Youth Behavior

Youth with behavior challenges are often called oppositional, challenging, explosive, difficult, defiant or aggressive. They may display externalizing behaviors such as temper tantrums, defiance, deceit, destruction of property and verbal or physical aggression.

These youth might carry a diagnosis of attention deficit hyperactivity disorder (ADHD), conduct disorder (CD), oppositional defiant disorder (ODD), disruptive mood dysregulation disorder (DMDD), or intermittent explosive disorder (IED). Some display challenging behaviors as part of a larger set of symptoms that have been identified as a mood, anxiety or development disorder.

The MGH Laboratory for Youth Behavior is affiliated with Think:Kids in the Massachusetts General Hospital Department of Psychiatry. We take a broad approach to studying the causes of, and treatments for, challenging behavior during childhood, adolescence, and emerging adulthood.

We explore how, why, and for whom different treatment approaches for disruptive behavior disorders are effective, with a focus on studying the Collaborative Problem Solving (CPS) approach that is disseminated and implemented by Think:Kids.

Through partnerships with organizations that are implementing CPS, we contribute to the field’s knowledge of implementing evidence-based practices in schools, hospitals, and community-based clinical agencies.

Core Group Members

M. Grace Albright, PhD

Sanya Agrawal, MPA

Hallie Carpenter, EdS

Affiliated Group Members and Recent Lab Alumni

Alisha Pollastri, PhD

Lu Wang, PhD

Sammy Stoll, MS

Research Projects

Our research is focused on exploring how, why and for whom different treatment approaches for disruptive behavior disorder are effective, with a focus on the Collaborative Problem Solving (CPS) approach. In addition, the team provides support and consultation on outcome evaluation to clinical and educational partners.

Ongoing and planned research projects in our laboratory cover the following topics:

• Improvements in youth outcomes after the adoption of CPS
• Cost-savings related to decreases in punitive school discipline and restrictive clinical interventions
• Mechanisms of change in CPS treatment
• Comparing methods for improving students’ classroom behavior and time on task
• The relationship between children’s executive functions and their misbehavior at home, school, and in the community
• The impact of various implementation strategies on organization-wide CPS

Research Positions

We may be seeking Research Assistants or Research Scientists for our current projects. These positions report directly to the Principal Investigator. Specific projects assigned to these staff members depend upon education, interest, and experience.

Occasionally, we may have unpaid internships available for current undergraduate or graduate students in a related field who would like to gain research experience by working in our lab for 8 to 12 hours per week. 

For all positions, agreement with the mission, vision, and values of Think:Kids is a must. Contact us to see if positions are currently available.

Publications