This is a response to a request for applications for a cooperative agreement to carry out a multisite study of multi-modal treatments of ADHD. The overall aim of the proposal is to evaluate the efficacy of drug and psycho-social therapies, and to examine a number of variables that influence treatment response, including other comorbid psychiatric conditions, biological , familial, and environmental risk factors, severity, and diagnostic subtypes. The study is divided into four phases. In Phase 1, the optimal drug and dose for each child is determined on the basis of a 5-week trial of two doses of dextro-amphetamine and methylphenidate (DA and MPH). Patients are randomly assigned to one of 6 possible treatment sequences of DA, MPH, or Placebo (PBO) in a completely counterbalanced double-blind multiple treatment design. Within each of the treatments dosage order (0.3 or 0.8 mg/kg of MPH, or 0. 15 or 0.40 mg/kg DA) is randomized. On the basis of information from 3 domains (home, classroom behavior, academic) a double-blind global judgment is made of the best treatment condition. If side effects (SE) require lower or higher doses than the standard, these are titrated individually after the initial trial. If a patient is a nonresponder on the basis of lack of effect or SE, then individualized psychosocial treatment is continued for the duration of the study. In Phase 2, after the best drug choice is established, the patients are randomized to 5 psychosocial conditions: Parent training, Social Skills/Cognitive, Educational Consulting, and Individualized Management combination (IM), or None. These are divided between two ADHD subtypes: ADHD and U-ADD (ADDnoH). Treatments are monitored with instruments specific to each treatment as well as some general symptomatic measures. In Phase 3 drug is withdrawn for 1 month or added to those who received PBO previously. This phase examines the effect of drug treatment order on psychosocial treatment and the effect of withdrawal of medication. After this month Phase IV is a 6-month followup period in which regular monitoring is used to measure relapse. Treatment generalization over time and duration of effects are measured by survival analysis methods. Comorbidity and risk factors are evaluated by regression analysis at each phase.

Agency
National Institute of Health (NIH)
Institute
National Institute of Mental Health (NIMH)
Type
Research Project--Cooperative Agreements (U01)
Project #
2U01MH050447-06
Application #
2034002
Study Section
Special Emphasis Panel (ZMH1-CRB-B (M0))
Project Start
1992-09-30
Project End
1998-09-29
Budget Start
1997-09-30
Budget End
1998-09-29
Support Year
6
Fiscal Year
1997
Total Cost
Indirect Cost
Name
Duke University
Department
Psychiatry
Type
Schools of Medicine
DUNS #
071723621
City
Durham
State
NC
Country
United States
Zip Code
27705
Fernández de la Cruz, Lorena; Simonoff, Emily; McGough, James J et al. (2015) Treatment of children with attention-deficit/hyperactivity disorder (ADHD) and irritability: results from the multimodal treatment study of children with ADHD (MTA). J Am Acad Child Adolesc Psychiatry 54:62-70.e3
Hoza, Betsy; McQuade, Julia D; Murray-Close, Dianna et al. (2013) Does childhood positive self-perceptual bias mediate adolescent risky behavior in youth from the MTA study? J Consult Clin Psychol 81:846-58
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
Langberg, Joshua M; Molina, Brooke S G; Arnold, L Eugene et al. (2011) Patterns and predictors of adolescent academic achievement and performance in a sample of children with attention-deficit/hyperactivity disorder. J Clin Child Adolesc Psychol 40:519-31
Vaughn, Aaron J; Epstein, Jeffery N; Rausch, Joseph et al. (2011) Relation between outcomes on a continuous performance test and ADHD symptoms over time. J Abnorm Child Psychol 39:853-64
Rabiner, David L; Murray, Desiree W; Rosen, Lisa et al. (2010) Instability in teacher ratings of children's inattentive symptoms: implications for the assessment of ADHD. J Dev Behav Pediatr 31:175-80
Langberg, Joshua M; Arnold, L Eugene; Flowers, Amanda M et al. (2010) Parent-reported homework problems in the MTA study: evidence for sustained improvement with behavioral treatment. J Clin Child Adolesc Psychol 39:220-33
Jones, Heather A; Epstein, Jeffery N; Hinshaw, Stephen P et al. (2010) Ethnicity as a moderator of treatment effects on parent--child interaction for children with ADHD. J Atten Disord 13:592-600
Langberg, Joshua M; Arnold, L Eugene; Flowers, Amanda M et al. (2010) Assessing Homework Problems in Children with ADHD: Validation of a Parent-Report Measure and Evaluation of Homework Performance Patterns. School Ment Health 2:3-12
Hoza, Betsy; Murray-Close, Dianna; Arnold, L Eugene et al. (2010) Time-dependent changes in positively biased self-perceptions of children with attention-deficit/hyperactivity disorder: a developmental psychopathology perspective. Dev Psychopathol 22:375-90

Showing the most recent 10 out of 46 publications