University of Vermont

College of Arts and Sciences

Department of Psychological Science

Betsy Hoza

The Clinical Training Program

Betsy Hoza

Betsy Hoza
Bishop Joyce Chair of Human Development Professor of Psychology

  • B.A. Princeton University, 1981
  • Ph.D. University of Maine, 1989
C.V. (PDF)
Phone: (802) 656-4773
Room: 226

Office Hours: By appointment only

Affiliated Faculty, Developmental Psychopathology Concentration

My research is geared toward better understanding the social, academic, and self-system functioning of children with Attention-Deficit/Hyperactivity Disorder (ADHD) from a developmental psychopathology perspective. Of note, most of my research is designed with the end goal of applying what is learned toward developing better evidence-based treatments for children with ADHD. My current research program involves studies in several areas:

  • mechanisms of self-concept in children with ADHD.
  • evidence-based treatment of childhood ADHD.
  • peer relationship problems of children with ADHD.
  • parental beliefs and characteristics as predictors of treatment response in children with ADHD.
  • effects of physical activity on school functioning in children.

Hoza Laboratory
Our studies are aimed at better understanding the etiology, mechanisms, course and outcome of childhood ADHD. Current studies address assessment of ADHD, self-perceptual style in children with ADHD, peer relationships in children with ADHD, parenting and ADHD, treatment of childhood ADHD, and outcomes of children with ADHD over time.

Representative Publications

  • McQuade, J.D., Tomb, M., Hoza, B., Waschbusch, D., Hurt, E.A., & Vaughn, A.J. (2011). Cognitive deficits and positively biased self-perceptions in children with ADHD. Journal of Abnormal Child Psychology, 39, 307-319.
  • Murray-Close, D., Hoza, B., Hinshaw, S.P., Arnold, L.E., Swanson, J., Jensen, P.S., Hechtman, L., & Wells, K. (2010). Developmental processes in peer problems of children with attention-deficit/hyperactivity disorder in the Multimodal Treatment Study of Children with ADHD: Developmental cascades and vicious cycles. Development and Psychopathology, 22, 785-802.
  • Hoza, B., Murray-Close, D., Arnold, L. E., Hinshaw, S. P., Hechtman, L., & the MTA Cooperative Group. (2010). Time-dependent changes in positively biased self-perceptions of children with attention-deficit/hyperactivity disorder: A developmental psychopathology perspective. Development and Psychopathology, 22, 375-390.
  • Hoza, B., Kaiser, N.M., & Hurt, E. (2007). Multimodal treatments for childhood attention-deficit/hyperactivity disorder: Interpreting outcomes in the context of study designs. Clinical Child and Family Psychology Review, 10, 318-334.
  • Hoza, B. (2007). Peer functioning in children with ADHD. By special arrangement, published jointly in Ambulatory Pediatrics, 7, 101-106, & Journal of Pediatric Psychology, 32, 719-727.
  • Hoza, B., Johnston, C., Pillow, D. R., & Ascough, J. C. (2006). Predicting treatment response for childhood attention-deficit/hyperactivity disorder: Introduction of a heuristic model to guide research. Applied and Preventive Psychology, 11, 215-229.
  • Hoza, B., Gerdes, A. C., Hinshaw, S. P., Arnold, L. E., Pelham, W. E., Molina, B. S. G., Abikoff, H. B., Epstein, J. N., Greenhill, L. L., Hechtman, L., Odbert, C., Swanson, J. M., Wigal, T. (2004). Self-perceptions of competence in children with ADHD and comparison children. Journal of Consulting and Clinical Psychology, 72, 382-391.


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