Using peer sociometric data collected on a large, international (U.S. and Canada) sample of clinically diagnosed 7 to 9 year-old Attention-Deficit/Hyperactivity Disordered (ADHD) children, a detailed analysis of the peer problems of ADHD children will be conducted. The participants will be a subgroup of children participating in the NIMH collaborative Multimodal Treatment Study of Children with ADHD (MTA) at each of three time points (ADHD ns = 171, 301, and 252, at baseline, 14 months, and 24 months, respectively) and their classmates (1,487 total children at baseline; 2,555 at 14 months; and 2,258 at 24 months). A developmental psychopathology perspective will be employed in that the ADHD children will be compared to their classmates in the natural school environment on indices of peer rejection, dyadic friendships, peer network measures, and exploratory measures of social acuity. In addition, peer variables will be considered as predictors, moderators and mediators of treatment response and follow-up outcomes. Using this approach, the following specific aims will be addressed: (1) to comprehensively describe the peer problems of ADHD children in order to better understand the nature of ADHD children's social difficulties, and to identify peer variables that may serve as important risk or protective factors (moderators); (2) to examine how state-of the-art, empirically-supported treatments for ADHD (medication, behavior therapy, combined treatment) compare to each other and to community standard treatments in terms of alleviating the peer problems of ADHD children; (3) to examine the extent to which peer variables assist in the prediction of who will respond to each of several treatments for ADHD; (4) to examine the extent to which peer rejection and deviant peer association, persisting at treatment termination, constitute risk factors for more serious problems at a subsequent follow-up assessment; (5) to consider whether involvement with a deviant peer network just prior to early adolescence (when children are aged 9-11) explains (mediates) the relationship between ineffective parenting and child oppositionality at prior time points, and later conduct problems, delinquency, academic achievement, and substance use. By addressing these goals using an existing data set, they can be accomplished for a small fraction of the cost of a new study.

Agency
National Institute of Health (NIH)
Institute
National Institute of Mental Health (NIMH)
Type
Research Project (R01)
Project #
5R01MH062583-02
Application #
6528886
Study Section
Special Emphasis Panel (ZRG1-BBBP-6 (01))
Program Officer
James, Regina Smith
Project Start
2001-08-29
Project End
2004-07-31
Budget Start
2002-08-01
Budget End
2004-07-31
Support Year
2
Fiscal Year
2002
Total Cost
$110,475
Indirect Cost
Name
Purdue University
Department
Psychology
Type
Schools of Arts and Sciences
DUNS #
072051394
City
West Lafayette
State
IN
Country
United States
Zip Code
47907
McQuade, Julia D; Vaughn, Aaron J; Hoza, Betsy et al. (2014) Perceived social acceptance and peer status differentially predict adjustment in youth with and without ADHD. J Atten Disord 18:31-43
Mrug, Sylvie; Molina, Brooke S G; Hoza, Betsy et al. (2012) Peer rejection and friendships in children with Attention-Deficit/Hyperactivity Disorder: contributions to long-term outcomes. J Abnorm Child Psychol 40:1013-26
Mrug, Sylvie; Hoza, Betsy; Gerdes, Alyson C et al. (2009) Discriminating between children with ADHD and classmates using peer variables. J Atten Disord 12:372-80
Hoza, Betsy (2007) Peer functioning in children with ADHD. Ambul Pediatr 7:101-6
Hoza, Betsy; Mrug, Sylvie; Gerdes, Alyson C et al. (2005) What aspects of peer relationships are impaired in children with attention-deficit/hyperactivity disorder? J Consult Clin Psychol 73:411-23
Hoza, Betsy; Gerdes, Alyson C; Mrug, Sylvie et al. (2005) Peer-assessed outcomes in the multimodal treatment study of children with attention deficit hyperactivity disorder. J Clin Child Adolesc Psychol 34:74-86