Parental Influences on Peer Socialization Among Children with ADHD

父母对多动症儿童同伴社交的影响

• 批准号: 7315893
• 负责人: AMORI YEE MIKAMI
• 金额: $ 7.58万
• 依托单位: UNIVERSITY OF VIRGINIA
• 依托单位国家: 美国
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-05-07 至 2009-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7315893
• 关键词: Address; Affect; Age; Attention; Attention deficit hyperactivity disorder; Behavior; Child; Child Behavior; Clinic; Communication; Comorbidity; Control Groups; Development; Disease; Educational process of instructing; Effectiveness; Ethnic Origin; Failure; Fostering; Friends; Friendships; Future; Genetic; Goals; Intervention; Intervention Studies; Life; Mediating; Mental Depression; Mental Health; Modeling; Outcome; Parenting behavior; Parents; Pharmaceutical Preparations; Play; Population; Principal Investigator; Problem behavior; Public Health; Randomized; Recruitment Activity; Relative (related person); Research Personnel; Risk; School-Age Population; Schools; Socialization; Substance abuse problem; Symptoms; Testing; Treatment Protocols; boys; cost; criminal behavior; disorder subtype; expectation; experience; girls; improved; parental influence; parental role; pediatrician; peer; programs; psychosocial; sex; skills; socioeconomics

DESCRIPTION (provided by investigator): Despite the high visibility of Attention-Deficit/Hyperactivity Disorder (ADHD), which affects 5% of school-age children and constitutes a frequent referral to mental health clinics, few are aware of the serious peer relationship problems over half of children with ADHD experience. These peer problems are concerning because children with ADHD are known to develop depression, criminal behavior, substance abuse, and school failure later in life, and if they are peer-rejected as well, their risk for poor outcomes may multiply. Developing effective interventions for children with ADHD and peer rejection has the potential to reduce their suffering and to diminish societal burden, carrying high public health significance. Yet whereas available psychosocial and medication treatments improve attention span and impulse control, treatments are significantly less effective in ameliorating the high peer rejection commonly found in this population. This application examines an understudied factor that may be crucial to improving the peer relations of children with ADHD: the role of parents in encouraging their children's friendships through playdates. Ethnically- and socioeconomically-diverse children (ages 6-10) and their parents will be recruited from schools, pediatricians, and mental health clinics. Half of the children will have ADHD and the other half will not meet criteria for any disorders. In Study 1, playgroups of previously-unacquainted children with ADHD and comparison children without ADHD, along with their parents, will meet for three sessions over 2 months. I hypothesize that parents who encourage their children to join peers, who intervene when their children show behavior problems, and who debrief with their children after the playdate, will help their children make friends both in and outside of the playgroups- especially if their children have ADHD. In Study 2, I will randomly assign parents of children with ADHD to receive a pilot intervention aimed at teaching parents skills to support their children's friendship making, or to be in a non-intervention control group. I hypothesize that the intervention will help parents encourage their children's peer relationships, and that their children will make friends more easily both in and outside of playgroups. Results from these studies may improve understanding about ways in which parents can reduce their children's peer relationship problems. The pilot intervention being tested is stand-alone and has the potential to be a more efficient and cost-effective treatment, or to be added as a component to improve existing treatments. I plan for results inform future intervention studies that address peer rejection for children with ADHD, including creation of a manualized treatment protocol and examining whether effectiveness differs for boys versus girls, and for children with the Inattentive versus Combined subtype of ADHD.

描述（由研究者提供）：尽管注意力缺陷/多动障碍（ADHD）的发病率很高，它影响了5%的学龄儿童，并构成了频繁的心理健康诊所转诊，但很少有人意识到超过一半的ADHD儿童有严重的同伴关系问题。这些同伴问题令人担忧，因为已知患有多动症的儿童在以后的生活中会出现抑郁、犯罪行为、药物滥用和学业失败，如果他们也被同伴拒绝，他们不良后果的风险可能会成倍增加。为患有多动症和同伴排斥的儿童制定有效的干预措施，有可能减轻他们的痛苦，减轻社会负担，具有高度的公共卫生意义。然而，尽管现有的社会心理和药物治疗可以改善注意力持续时间和冲动控制，但治疗在改善这一人群中普遍存在的高度同伴排斥方面的效果明显较差。这个应用程序研究了一个未被充分研究的因素，它可能对改善多动症儿童的同伴关系至关重要：父母在通过游戏约会鼓励孩子建立友谊方面的作用。将从学校、儿科医生和精神卫生诊所招募种族和社会经济不同的儿童（6-10岁）及其父母。一半的孩子将患有多动症，另一半将不符合任何障碍的标准。在研究1中，以前不熟悉的ADHD儿童和对照组的ADHD儿童，以及他们的父母，将在两个月内进行三次会议。我推测，那些鼓励孩子加入同龄人的父母，那些在孩子表现出行为问题时进行干预的父母，以及那些在游戏约会后向孩子汇报情况的父母，将有助于他们的孩子在游戏小组内外交到朋友——尤其是如果他们的孩子患有多动症的话。在研究2中，我将随机分配患有多动症儿童的父母，让他们接受一个试验性干预，旨在教授父母支持孩子交朋友的技能，或者让他们进入一个非干预对照组。我推测，这种干预将有助于父母鼓励孩子的同伴关系，他们的孩子在游戏小组内外都更容易交到朋友。这些研究的结果可以帮助我们更好地理解父母如何减少孩子的同伴关系问题。正在测试的试点干预措施是独立的，有可能成为一种更有效和更具成本效益的治疗方法，或者作为改进现有治疗方法的一个组成部分。我计划为未来的干预研究提供信息，以解决ADHD儿童的同伴排斥问题，包括创建一个手动治疗方案，并检查男孩和女孩的效果是否不同，以及注意力不集中与多动症合并亚型的儿童。