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: 8080214
• 负责人: JOSEPH Patrick ALLEN
• 金额: $ 22.6万
• 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 2013-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8080214
• 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; Failure; Focus Groups; Friendships; Funding; Goals; Health; 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; 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）：在遇到陌生同龄人的几小时内，注意力缺陷/多动症（ADHD）的儿童通常受到大多数同伴组的不喜欢。这些发现令人担忧，因为患有多动症的儿童已经处于抑郁症，犯罪行为，滥用药物和青春期失败的高风险，如果他们也遇到了同伴关系问题，那么不良结果的可能性就会增加。为患有多动症儿童的同伴困难制定有效的干预措施有可能减少痛苦并减轻社会负担，并具有与NIMH任务相关的高公共健康意义。不幸的是，现有的药物，行为应急管理和社交技能培训干预措施在改善患有多动症儿童的同伴接受和友谊方面表现出了适度的成功。与现有的干预措施相反，该干预措施主要集中于助长其社会困难的儿童中的缺陷，该应用程序评估了一种新颖的干预方法的可行性，以提高同伴群体的包容性和容忍度，而同伴群体通常会拒绝儿童ADHD。我试图改变同伴组可能附着多动症症状的污名，并且同伴组可能会与患有多动症的孩子保持负面的认知偏见，即使患有ADHD的孩子可能会显示积极的行为变化，这会使孩子的负面声誉持续下去。由于小学时代儿童的社会地位主要取决于他们的课堂同龄人，因此该申请测试了教师可能能够鼓励更有可能接受多动症学生的同伴团体的可能性。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，以增加对受控夏季计划环境中同伴组的包容性和耐受性。通过关注同伴小组对儿童拒绝和友谊的研究不足的影响，这项研究理想地将导致改进的社会问题治疗方法，并告知提交后续研究以评估社区学校的干预效率。 PHS 398/2590（修订版09/04，重新发行4/2006）页面延续格式页面 公共卫生的相关性：多动症儿童与同龄人遇到严重问题，这些困难增加了他们在青春期的抑郁，犯罪和学校失败的风险。事实证明，同伴关系问题对现有治疗方法的难治性，这些治疗重点是补救多动症儿童内部的缺陷。该提案测试了一种新颖的社会心理治疗，该治疗培训小学教师，以增加对同伴小组对ADHD儿童的容忍和接受。