MEDIATORS OF COMPETENCE AND IMPAIRMENT IN ADHD GIRLS

描述（改编自申请人的摘要）：儿童与 注意力缺陷多动障碍（ADHD）表现出大量的 对发展具有重要意义的关键领域的障碍，例如 学业成绩、家庭互动和同伴关系。 近 然而，所有关于ADHD的文献都集中在男性身上;数据库 关于损伤、相关特征、合并症、介质和基础 在女性中的机制是相当小的。 此外，几乎所有 相关的文献集中于确定男女在以下方面的差异： 行为、心理或治疗相关变量的平均水平; 对那些调节精神病理学的过程知之甚少， 残疾和女孩的社会能力。 此外， 关于亚型差异（即，注意力不集中与混合型） 关于女童生殖健康的表现、损害和机制的 精神病理学 根据PI发表的关于ADHD男孩的研究， 自然和严格的方法，提出了调查的 患有多动症的女孩，特别是与共病的反社会行为有关的女孩， 内化特征、父母教养方式和态度、社会认知 变量、神经心理学表现和同伴地位。 组合式 和不注意类型的女性，年龄7-12岁，将直接比较 与同龄的非ADHD女孩进行比较。 通过经过验证的评估程序，包括记录 科摩罗，并参加生态有效的研究夏季 程序包含相同数量的ADHD和比较女性，机制 精神病理学和介质的关键领域的损害和能力 将通过亚组差异的参数分析进行检查， 分层多元回归分析和结构方程模型。 通过对社会行为的客观观察，可靠的个人 访谈内化的心理学和社会认知领域， 观察到的和自我报告的父母教养方式，以及同伴对社会 状态（在感兴趣的关键领域提供非共享方法差异）， 总的目标是揭示能力和损伤的中介， 患有不同形式ADHD的女孩，以及比较女孩， 阐明正常和非典型的潜在机制的结束 发展

DESCRIPTION (adapted from applicant's abstract): Children with attention-deficit hyperactivity disorder (ADHD) exhibit substantial impairment in key domains that are of developmental significance, such as academic achievement, family interaction, and peer relationships. Nearly the entire literature on ADHD, however, has focused on males; the data base on impairment, associated features, comorbidity, mediators, and underlying mechanisms in females is quite small. Furthermore, almost all of the pertinent literature has focused on establishing male-female differences in mean levels of behavioral, psychological, or treatment-related variables; far less is known about those processes that mediate psychopathology, impairment, and social competence in girls. In addition, little is known about subtype differences (i.e., Inattentive vs. Combined types) in ADHD girls with regard to manifestations, impairment, and mechanisms of psychopathology. Based on the PI's published studies on boys with ADHD, a naturalistic and rigorous methodology is proposed for investigations of girls with ADHD, particularly related to comorbid antisocial behavior, internalizing features, parenting practices and attitudes, sociocognitive variables, neuropsychological performance, and peer status. Combined-type and inattentive-type females, aged 7-12 years, will be directly compared with one another and with non-ADHD comparison girls of the same age range. Through validated assessment procedures, including documentation of comorbidity, and participation in ecologically-valid research summer programs containing equal numbers of ADHD and comparison females, mechanisms of psychopathology and mediators of key areas of impairment and competence will be examined via parametric analyses of subgroup differences, hierarchical multiple regression analyses, and structural equation models. Through objective observations of social behavior, reliable individual interviews of internalizing symptomatology and sociocognitive domains, observed and self-reported parenting styles, and peer appraisal of social status (affording non-shared method variance across key areas of interest), the overall goal is to uncover mediators of competence and impairment in girls with different forms of ADHD, as well as in comparison girls, towards the end of elucidating underlying mechanisms of normal and atypical development.