This Competing Continuation application requests funding for Years 07 to 11 of the NIMH collaborative Multimodal Treatment Study of Children with Attention Deficit Hyperactivity disorder (MTA Study). In a parallel group design, 579 rigorously diagnosed children with ADHD age 7-9 were randomly assigned to four treatment conditions: (1) Medication-only ; (2)Psychosocial-only; (3) Combined (medication and psychosocial); (4) Assessment-and-Referral condition. All but the latter were treated intensively for 14 months, with assessments for all subjects at baseline, 3, 9, 14, and 24 months. The original MTA design thus provides short-term (10 months post-treatment) follow-up at 24 months. Additional funding during Year 06 supported the collection of a local Normative Comparison Group (LNCG) drawn from the same schools as ADHD children. This Continuation would extend the follow-up to assessments at 36-, 60-, and 84 months after treatment. Continuation Aim 1 is to track the persistence of intervention-related effects as the MTA sample matures into mid-adolescence, including subsequent mental-health and school-related service utilization patterns as a function of MTA treatment experience (treatment assignment) and outcome (degree of treatment success at 14 mo.).
Aim 2 is to test specific hypotheses about predictors, mediators, and moderators of long-term outcome among children with ADHD (e.g., comorbidity; family functioning; cognitive skills; peer relations) that may influence adolescent functioning (either independently of or through initial treatment assignment and/or 14-month treatment outcomes); and to compare how these predictors, and moderators are similar or dissimilar within the LNCG.
Aim 3 is to track the patterns of risk and protective factors (including their mediation or moderation by initial treatment assignment and/or outcome) involved in early and subsequent stages of developing substance-related disorders and antisocial behavior.
Aim 4 is to examine the effect of initial treatment assignment and degree of treatment success on later academic performance, achievement, school conduct, tendency to drop out, and other adverse school outcomes.

Agency
National Institute of Health (NIH)
Institute
National Institute of Mental Health (NIMH)
Type
Research Project--Cooperative Agreements (U01)
Project #
2U01MH050447-07
Application #
2737110
Study Section
Special Emphasis Panel (ZMH1-CRB-H (03))
Project Start
1992-09-30
Project End
2000-05-31
Budget Start
1998-09-30
Budget End
1999-05-31
Support Year
7
Fiscal Year
1998
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
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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
Epstein, Jeffery N; Hwang, Michelle E; Antonini, Tanya et al. (2010) Examining predictors of reaction times in children with ADHD and normal controls. J Int Neuropsychol Soc 16:138-47
Langberg, Joshua M; Epstein, Jeffery N; Simon, John O et al. (2010) Parental Agreement on ADHD Symptom-Specific and Broadband Externalizing Ratings of Child Behavior. J Emot Behav Disord 18:41-50
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

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