The major focus of our research is altered reinforcement sensitivity in ADHD, especially the effects of reward cues and schedules of reinforcement on the learning and behavior of children. 

Professor Tripp has proposed that people with ADHD respond differently to the cues that predict reward and to the receipts of reward. Our neuroimaging research (Emi Furukawa) shows results consistent with this hypothesis. We are currently conducting several behavioral studies, using game-like computer tasks, to investigate this further (Kokila Perera). 

We have also shown that children with ADHD have difficulty adjusting their behaviors to reward availability (when the rewarded behavior changes from one situation to another), have difficulty waiting for delayed reward, learn more slowly when reward is infrequent, and are more sensitive to punishment, compared to their typically developing peers. Children with ADHD also show increased emotional reactivity to both positive and negative consequences. We are continuing to investigate the effects of reward on how children learn and maintain behavior (An-Katreien Hulsbosch).

In addition, we are developing a questionnaire to evaluate children's sensitivity to reward and punishment, which can eventually be used in both research and clinical settings (Mana Oguchi). 

These studies have important implications for treatment. A systematic use of positive and negative consequences is encouraged to help increase desired behavior in children with ADHD. These strategies should be adjusted based on how children respond to reward and punishment.    

Many children with ADHD experience social difficulties. Language difficulties, especially in social situations, are also common although often go unnoticed. Using newly developed tasks, we study how children use language while giving instructions and having conversations (Hend Samniya). We also study how children solve interpersonal problems, how they perceive their and others' responsibilities in conflict situations, and factors related to these (Izabela Mihai).  Findings from these studies will have important implications on psychosocial treatment aimed at reducing difficulties children with ADHD often experience in social situations. 

Well Parent Japan (WPJ), is a 13-session, group delivered, Japanese language adaptation of the New Forest Parenting Programme for ADHD (NFPP) augmented with strategies to improve participant’s psychological wellbeing. The results of the pragmatic multi-site randomized control trial (RCT) demonstrated that WPJ reduces parenting stress and family strain and improves parenting practices and parenting efficacy, and the program is cost-effective.

In collaboration with the Kunigami Education Board, we are now conducting a feasibility study of implementation of WPJ through local schools in Okinawa. This version of the program incorporates a series of educational videos for teachers.

Dr. Shizuka Shimabukuro received a MEXT Science and Technology Award (Science and Technology Promotion Category) in April 2024 for her efforts to develop, evaluate and implement WPJ to improve support for parents of children with ADHD in Japan.

Laving Habits is an initiative to try to learn from people in diverse communities about what works in supporting children and families who may be struggling, especially because of their unique ways of allocating attention, exerting energy, deciding to take actions and making choices.

We incorporate our research findings on reward and punishment sensitivity into practical behavioral support strategies, working together with parents, educators, and support providers to create program content and delivery methods. 

We currently have projects ranging from multi-lingual stakeholder survey and interview, co-production of psychoeducational video materials, and the development and evaluation of mHealth programs in Japan and Brazil to improve access to research-informed parenting strategies (Emi Furukawa).