Peer Variables as Predictors of ADHD Children's Outcomes

同伴变量作为多动症儿童结果的预测因子

• 批准号: 6528886
• 负责人: BETSY HOZA
• 金额: $ 11.05万
• 依托单位: PURDUE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-08-29 至 2004-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6528886
• 关键词: academic achievement; attention deficit disorder; behavior therapy; behavioral /social science research tag; child (0-11); child psychology; clinical research; combination therapy; conduct disorder; family structure /dynamics; human data; human therapy evaluation; juvenile delinquency; mental disorder chemotherapy; peer group; prognosis; social psychology; substance abuse related disorder

DESCRIPTION (provided by applicant): 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.

描述（由申请人提供）：使用在某个网站上收集的同伴社会测量数据 临床诊断的大型国际（美国和加拿大）样本 7 至 9 岁注意力缺陷/多动障碍（ADHD）儿童，详细 将对多动症儿童的同伴问题进行分析。这 参与者将是参加 NIMH 的儿童小组 多动症儿童协作多模式治疗研究 (MTA) 三个时间点（ADHD ns = 171、301 和 252，基线、14 个月和 24 月）和他们的同学（基线时共有 1,487 名儿童； 14 个月时为 2,555； 24 个月时为 2,258）。发展精神病理学 将采用多动症儿童与 他们的同学在自然学校环境中的同伴指数 拒绝、二元友谊、同伴网络措施和探索性措施 社会敏锐度。此外，同行变量将被视为预测变量， 治疗反应和随访结果的调节因素和中介因素。使用 这种方法将解决以下具体目标：（1） 全面描述多动症儿童的同伴问题，以便更好地 了解多动症儿童社交困难的本质，并识别 可能作为重要风险或保护因素的同伴变量 （主持人）； (2) 研究最先进的、经验支持的 ADHD 治疗（药物、行为疗法、综合治疗）比较 相互之间以及社区标准治疗在减轻 多动症儿童的同伴问题； (3) 检查同行的程度 变量有助于预测谁将对每个问题做出回应 多动症的治疗； (4) 检查同行拒绝和拒绝的程度 异常的同伴协会，坚持终止治疗，构成风险 在随后的后续评估中导致更严重问题的因素； (5) 至 考虑是否在早期参与异常的同伴网络 青春期（儿童 9 至 11 岁）解释（调解）这种关系 在之前的时间点，无效的养育和孩子的对立之间， 以及后来的行为问题、违法行为、学术成就和实质内容 使用。通过使用现有数据集实现这些目标，它们可以 只需一项新研究成本的一小部分即可完成。

项目成果

Discriminating between children with ADHD and classmates using peer variables.

使用同伴变量区分患有多动症的儿童和同学。

• 发表时间: 2009-01
• 作者: Mrug, Sylvie;Hoza, Betsy;Gerdes, Alyson C;Hinshaw, Stephen;Arnold, L Eugene;Hechtman, Lily;Pelham, William E
• 通讯作者: Pelham, William E