Recasting the Classroom Setting to Promote Acceptance of Youth with ADHD by Peers

重塑课堂环境，促进同龄人对多动症青少年的接受

• 批准号: 7977165
• 负责人: AMORI YEE MIKAMI
• 金额: $ 18.75万
• 依托单位: UNIVERSITY OF VIRGINIA
• 依托单位国家: 美国
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-06-01 至 2012-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7977165
• 关键词: Adolescence; Adult; Attention deficit hyperactivity disorder; Behavior; Behavioral; Camping; Child; Cognitive; Combined Modality Therapy; Communities; Data; Development; Diagnosis; Educational Intervention; Exploratory/Developmental Grant; Face; Failure; Focus Groups; Follow-Up Studies; Friendships; Funding; Goals; Hour; Hyperactive behavior; Impairment; Impulsivity; Intervention; Lead; Mental Depression; Mission; National Institute of Mental Health; Outcome; Peer Group; Pharmaceutical Preparations; Preparation; Procedures; Public Health; Recording of previous events; Refractory; Relative (related person); Research; Research Personnel; Risk; School Teachers; School-Age Population; Schools; Social Problems; Social status; Stigmata; Students; Substance abuse problem; Suggestion; Symptoms; Testing; Time; Training; Translating; Treatment Efficacy; Work; Youth; active method; behavior change; contingency management; criminal behavior; effective intervention; elementary school; follow-up; high risk; impression; improved; inattention; innovation; meetings; novel; peer; pressure; programs; psychosocial; public health relevance; skills training; social; social skills; social stigma; success; teacher

DESCRIPTION (provided by applicant): Within only hours of meeting unfamiliar peers, children with Attention-Deficit/Hyperactivity Disorder (ADHD) are typically disliked by the majority of the peer group. These findings are concerning because children with ADHD are already at high risk for developing depression, criminal behavior, substance abuse, and school failure in adolescence, and if they have peer relationship problems as well, the likelihood of poor outcomes multiplies. Developing effective interventions for the peer difficulties of children with ADHD has the potential to reduce their suffering and to diminish societal burden, carrying high public health significance relevant to the mission of NIMH. Unfortunately, existing medication, behavioral contingency management, and social skills training interventions have shown modest success to date on improving the peer acceptance and friendship of children with ADHD. In contrast to existing interventions that primarily focus on remediating deficits within children with ADHD that contribute to their social difficulties, this application assesses the feasibility of a novel intervention approach to increase the inclusiveness and the tolerance of the peer group that typically rejects the child with ADHD. I attempt to alter the stigma that a peer group may attach to ADHD symptoms and the negative cognitive biases the peer group may hold against a child with ADHD that perpetuates that child's negative reputation, even when the child with ADHD may display positive behavior change. Because elementary school-age children's social status is predominately determined by their classroom peers, this application tests the possibility that the teacher may be able to encourage a peer group that is more likely to be accepting of students with ADHD. I will develop the manualized treatment, appropriate procedures to assess fidelity of implementation, and pilot test an innovative approach to increase the inclusiveness and tolerance of the peer group in a controlled summer program setting. By attending to the understudied influence of the peer group on children's rejection and friendship, this research will ideally lead to the development of an improved treatment for social problems, and inform the submission of a follow-up study to assess intervention efficacy in community schools. PHS 398/2590 (Rev. 09/04, Reissued 4/2006) Page Continuation Format Page PUBLIC HEALTH RELEVANCE: Children with ADHD have severe problems getting along with peers, and these difficulties increase their risk for depression, delinquency, and school failure in adolescence. Peer relationship problems have proved refractory to existing treatments that focus on remediating deficits within the child with ADHD. This proposal tests a novel psychosocial treatment that trains elementary school teachers to increase the tolerance and acceptance of the peer group towards children with ADHD.

描述（由申请人提供）：在与不熟悉的同龄人见面的几个小时内，患有注意力缺陷/多动障碍（ADHD）的儿童通常不受大多数同龄人的欢迎。这些发现令人担忧，因为患有ADHD的儿童在青春期已经处于发展抑郁症，犯罪行为，药物滥用和学业失败的高风险中，如果他们也有同伴关系问题，那么结果不佳的可能性就会成倍增加。针对ADHD儿童的同伴困难制定有效的干预措施，有可能减少他们的痛苦，减轻社会负担，对NIMH的使命具有很高的公共卫生意义。不幸的是，现有的药物治疗，行为应急管理和社会技能训练干预措施迄今为止在改善ADHD儿童的同伴接受和友谊方面取得了一定的成功。与现有的干预措施，主要集中在弥补缺陷的儿童多动症，有助于他们的社会困难，这种应用程序评估的可行性，一种新的干预方法，以增加包容性和容忍的同龄人群体，通常拒绝多动症的孩子。我试图改变同伴群体可能对ADHD症状的耻辱感，以及同伴群体可能对ADHD儿童持有的负面认知偏见，这些偏见使ADHD儿童的负面声誉永久化，即使ADHD儿童可能表现出积极的行为变化。由于小学学龄儿童的社会地位主要是由他们的课堂同龄人决定的，这个应用程序测试的可能性，教师可能能够鼓励一个同龄人群体，更有可能接受ADHD的学生。我将开发手动处理，适当的程序来评估实施的保真度，并试点测试一种创新的方法，以增加在受控的夏季计划设置的同龄人群体的包容性和宽容。本研究通过关注同伴群体对儿童拒绝和友谊的影响，理想地导致发展一种改进的社会问题治疗方法，并为提交一项后续研究提供信息，以评估社区学校的干预效果。PHS 398/2590（2004年9月修订，2006年4月重新印发） 公共卫生关系：患有多动症的孩子在与同龄人相处时有严重的沿着问题，这些困难增加了他们在青春期抑郁、犯罪和学业失败的风险。同伴关系问题已被证明是难治性的，现有的治疗方法，重点是弥补缺陷的儿童多动症。该提案测试了一种新的心理社会治疗方法，该方法训练小学教师增加同龄人对ADHD儿童的容忍度和接受度。