1
|
Normand S, Lambert M, Bakeman R, Guiet J, Brendgen M, Mikami AY. Targeting Peer Contagion Dynamics in Children with ADHD: Effects from a Two-Site Randomized Controlled Trial. J Clin Child Adolesc Psychol 2024:1-16. [PMID: 38573210 DOI: 10.1080/15374416.2024.2335633] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/05/2024]
Abstract
OBJECTIVE Parental Friendship Coaching (PFC) teaches parents to coach their children in friendship skills. This paper examines whether PFC fosters positive peer contagion processes (i.e. dyadic mutuality) and reduces negative peer contagion processes (i.e. coercive joining) within the friendships of children with attention-deficit/hyperactivity disorder (ADHD). METHOD Participants were 134 families of children with ADHD and peer problems (age 6-11 years; 69% male; 72% white) at two Canadian sites, randomized to PFC or CARE (an active comparison intervention). Children were observed in the lab at baseline, post-treatment, and at 8-month follow-up during cooperation and competition tasks with a real-life friend. Amount and reciprocity of dyadic mutuality indicators (i.e. positive affect and positive behaviors) and coercive joining indicators (i.e. aggressive, controlling, and rule-breaking behaviors) between friends were coded. RESULTS Across treatment conditions, children showed an increase in the amount of dyadic mutuality during cooperation and a decrease in the amount of coercive joining during competition over time. Relative to CARE, PFC induced a reduced amount of coercive joining behaviors during cooperation at post-treatment and follow-up. However, PFC led to decreases in the reciprocity of positive affect during cooperation at post-treatment and to increases in the reciprocity of coercive joining during competition at follow-up relative to CARE. Moderation analyses suggest PFC was associated with better outcomes for children with externalizing comorbidity, and for those with a stable or a best friend. CONCLUSIONS Findings highlight the importance of transactional processes, contextual differences, externalizing comorbidities, and friendship status when assessing the efficacy of PFC.
Collapse
Affiliation(s)
- Sébastien Normand
- Département de Psychoéducation et de Psychologie, Université du Québec en Outaouais
- Institut du Savoir Montfort, Hôpital Montfort
| | - Maude Lambert
- Development & Rehabilitation, Children's Hospital of Eastern Ontario
| | | | - Joanna Guiet
- Département de Psychoéducation et de Psychologie, Université du Québec en Outaouais
| | - Mara Brendgen
- Department of Psychology, Université du Québec à Montréal
- CHU Sainte-Justine Research Center
| | | |
Collapse
|
2
|
Szwedo DE, Davis AA, Fowler C, Mikami AY, Allen JP. Social Media Posts from Friends during Late Adolescence as Predictors of Young Adult Physical Health. J Youth Adolesc 2024; 53:784-798. [PMID: 38285161 PMCID: PMC10879299 DOI: 10.1007/s10964-024-01945-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2023] [Accepted: 01/12/2024] [Indexed: 01/30/2024]
Abstract
Although an increasing body of literature has linked social experiences to physical health, research has yet to consider how specific aspects of social experiences taking place on social media during late adolescence may predict future physical health outcomes. This study thus examined qualities of social media posts received from peers at age 21 as predictors of participants' physical health (e.g., Interleukin-6 (inflammation), sleep problems, problems with physical functioning, and BMI) at age 28. Participants included 138 youth (59 men and 79 women); 57% of participants identified as White, 30% as Black/African American, and 13% as from other or mixed racial/ethnic groups. Posts from friends and participants at age 21 characterized by social ties predicted lower levels of future physical health problems, whereas socially inappropriate "faux pas" posts that deviated from peer norms by friends predicted higher levels of physical health problems at age 28. These associations were found after accounting for factors typically associated with physical health outcomes, including participants' baseline social competence, internalizing and externalizing symptoms, alcohol use, observed physical attractiveness, and history of prior hospitalizations. The results of this study suggest the importance of both achieving social integration with peers online and adhering to peer norms in the online domain as key predictors of future physical health.
Collapse
Affiliation(s)
- David E Szwedo
- Department of Graduate Psychology, James Madison University, 70 Alumnae Dr./MSC 7401, Harrisonburg, VA, 22807, USA.
| | - Alida A Davis
- Department of Psychology, University of Virginia, P.O Box 400400, Charlottesville, VA, 22904, USA
| | - Caroline Fowler
- Department of Psychology, University of Virginia, P.O Box 400400, Charlottesville, VA, 22904, USA
| | - Amori Yee Mikami
- Department of Psychology, University of British Columbia, 2136 West Mall, Vancouver, BC, V6T 1Z4, Canada
| | - Joseph P Allen
- Department of Psychology, University of Virginia, P.O Box 400400, Charlottesville, VA, 22904, USA
| |
Collapse
|
3
|
Becker SP, Vaughn AJ, Zoromski AK, Burns GL, Mikami AY, Fredrick JW, Epstein JN, Peugh JL, Tamm L. A Multi-Method Examination of Peer Functioning in Children with and without Cognitive Disengagement Syndrome. J Clin Child Adolesc Psychol 2024:1-16. [PMID: 38193746 DOI: 10.1080/15374416.2024.2301771] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/10/2024]
Abstract
OBJECTIVE Cognitive disengagement syndrome (CDS) includes excessive daydreaming, mental confusion, and hypoactive behaviors that are distinct from attention-deficit/hyperactivity disorder inattentive (ADHD-IN) symptoms. A growing number of studies indicate that CDS symptoms may be associated with ratings of social withdrawal. However, it is important to examine this association in children specifically recruited for the presence or absence of CDS, and to incorporate multiple methods including direct observations of peer interactions. The current study builds on previous research by recruiting children with and without clinically elevated CDS symptoms and using a multi-method, multi-informant design including recess observations and parent, teacher, and child rating scales. METHOD Participants were 207 children in grades 2-5 (63.3% male), including 103 with CDS and 104 without CDS, closely matched on grade and sex. RESULTS Controlling for family income, medication status, internalizing symptoms, and ADHD-IN severity, children with CDS were observed during recess to spend more time alone or engaging in parallel play, as well as less time involved in direct social interactions, than children without CDS. Children with CDS were also rated by teachers as being more asocial, shy, and socially disinterested than children without CDS. Although children with and without CDS did not differ on parent- or self-report ratings of shyness or social disinterest, children with CDS rated themselves as lonelier than children without CDS. CONCLUSIONS Findings indicate that children with CDS have a distinct profile of peer functioning and point to the potential importance of targeting withdrawal in interventions for youth with elevated CDS symptoms.
Collapse
Affiliation(s)
- Stephen P Becker
- Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center
- Department of Pediatrics, University of Cincinnati College of Medicine
- Department of Psychology, Washington State University
| | - Aaron J Vaughn
- Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center
- Department of Pediatrics, University of Cincinnati College of Medicine
| | - Allison K Zoromski
- Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center
- Department of Pediatrics, University of Cincinnati College of Medicine
| | | | | | - Joseph W Fredrick
- Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center
- Department of Pediatrics, University of Cincinnati College of Medicine
| | - Jeffery N Epstein
- Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center
- Department of Pediatrics, University of Cincinnati College of Medicine
| | - James L Peugh
- Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center
- Department of Pediatrics, University of Cincinnati College of Medicine
| | - Leanne Tamm
- Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center
- Department of Pediatrics, University of Cincinnati College of Medicine
| |
Collapse
|
4
|
Kassab HD, Owens JS, Evans SW, Everly EL, Mikami AY. Exploring Intervention Sustainment and Intervention Spread Following a Randomized Clinical Trial of the MOSAIC Program. School Ment Health 2023; 15:1-14. [PMID: 37359154 PMCID: PMC10026790 DOI: 10.1007/s12310-022-09555-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/03/2022] [Indexed: 06/28/2023]
Abstract
The randomized trial of the Making Socially Accepting Inclusive Classrooms (MOSAIC) program included intensive coaching from research staff to support teachers' implementation of MOSAIC strategies and resulted in positive student outcomes (Mikami et al., J. Clin. Child Adolesc. Psychol. 51(6):1039-1052, 2022). However, these intensive procedures are costly (in time, money, and resources) and serve as barriers to intervention adoption under typical school conditions. In this study, we explored the extent to which MOSAIC-trained teachers could sustain practices under typical practice conditions (sustainment), the extent to which teachers who did not participate in the trial could adopt the practices under typical practice conditions (spread), and the extent to which strategy use in the follow-up year was associated with participation in MOSAIC-focused professional learning communities (PLCs). Participants were 30 elementary school teachers, including (a) 13 teachers who received intensive coaching on MOSAIC practices during the previous year (MOSAIC group), and (b) seven teachers who participated in the trial in the control condition, plus 10 new teachers interested in MOSAIC (new-to-MOSAIC group). We assessed MOSAIC strategy use over the school year via monthly observations and biweekly teacher self-report surveys. Observation data revealed high sustainment in the MOSAIC group, with teachers showing less than 20% decline in the use of most strategies between the two years of participation. New-to-MOSAIC teachers implemented some core MOSAIC strategies, although not to the extent as those in the MOSAIC group. Higher strategy use was modestly associated with PLC attendance. We discuss implications for encouraging sustainment and intervention spread after initial, intensive supports are withdrawn. Supplementary Information The online version contains supplementary material available at 10.1007/s12310-022-09555-w.
Collapse
Affiliation(s)
- Hannah D. Kassab
- Department of Psychology, Ohio University, Porter Hall, 22 Richland Avenue, Athens, OH 45701 USA
| | - Julie Sarno Owens
- Department of Psychology, Ohio University, Porter Hall, 22 Richland Avenue, Athens, OH 45701 USA
| | - Steven W. Evans
- Department of Psychology, Ohio University, Porter Hall, 22 Richland Avenue, Athens, OH 45701 USA
| | - Elise L. Everly
- Department of Psychology, Ohio University, Porter Hall, 22 Richland Avenue, Athens, OH 45701 USA
| | - Amori Yee Mikami
- Department of Psychology, University of British Columbia, Vancouver, BC Canada
| |
Collapse
|
5
|
Normand S, Miller NV, Mikami AY. Contributions of Friends' Problem Behaviors to Friendship Quality in a Sample of Children with ADHD. J Clin Child Adolesc Psychol 2023; 52:244-258. [PMID: 34269628 DOI: 10.1080/15374416.2021.1941056] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
OBJECTIVE It is often assumed that children with attention-deficit/hyperactivity disorder (ADHD) experience friendship difficulties because of their own problem behaviors. However, friendships are dyadic relationships between two children. This study sought to understand the incremental contributions of friends' problem behaviors to dyadic friendship quality in a clinically diagnosed sample of children with ADHD. METHOD One hundred and sixty-five dyads consisting of a target child with ADHD and social impairment (age 6-11; 67% male; 72% white) and a reciprocated, real-life friend were recruited. Parents and teachers rated the ADHD symptom severity, externalizing problems, and callous-unemotional (CU) traits of target children and friends. Friendship quality in the dyad was measured with: (a) questionnaires independently completed by target children, their parents, their friends, and the parents of their friends; and (b) observations of child-friend interactions. RESULTS The severity of ADHD symptoms and externalizing problems (but not CU traits) in target children was associated with more negative friendship quality reported on questionnaires. Adjusting for the corresponding problem behavior in target children, each type of friends' problem behaviors incrementally predicted less positive friendship quality (on questionnaires). Friends' ADHD symptoms and CU traits also incrementally predicted more negative friendship quality (on questionnaires and observations). CONCLUSIONS Considering problem behaviors in friends of children with ADHD (in addition to those in children with ADHD) may be important for identifying dyads at risk for lower quality friendships. These findings could possibly lead to new directions when designing and evaluating treatments targeting the friendship problems of children with ADHD.
Collapse
Affiliation(s)
- Sébastien Normand
- Département de Psychoéducation et de Psychologie, Université du Québec en Outaouais.,Institut du Savoir Montfort, Hôpital Montfort
| | - Natalie V Miller
- Department of Human Development and Quantitative Methodology, University of Maryland College Park
| | | |
Collapse
|
6
|
Monopoli WJ, Allan DM, Everly EL, Evans SW, Mikami AY, Owens JS. An Exploration of the Psychometric Properties of the Social Experiences Questionnaire: Replication and Extension. School Mental Health 2022. [DOI: 10.1007/s12310-022-09553-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
|
7
|
Normand S, Lambert M, Guiet J, Brendgen M, Bakeman R, Mikami AY. Peer contagion dynamics in the friendships of children with ADHD. J Child Psychol Psychiatry 2022; 63:1477-1485. [PMID: 35233788 DOI: 10.1111/jcpp.13597] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 02/08/2022] [Indexed: 11/29/2022]
Abstract
BACKGROUND Friendships in middle childhood carry high developmental significance. The majority of children with attention-deficit/hyperactivity disorder (ADHD) have few friendships, unstable friendships, or poor relationship quality in any friendships they have. The current study used time-window sequential analysis to map the dynamics within the friendships of children with ADHD, specifically the peer contagion processes of dyadic mutuality and coercive joining. METHODS Participants were 164 dyads consisting of a target child with ADHD and peer problems (age 6-11 years; 68% male; and 73% white) and a reciprocated friend. Dyads were observed in the lab during a cooperative task eliciting verbal negotiation processes to decide how to share a limited resource and during a fast-paced, engrossing, and competitive task. Both tasks were designed to mirror the real-world interactions of friends. Sequences of dyadic mutuality (i.e., reciprocity of positive affect and positive behaviors) and coercive joining (i.e., reciprocity of aggressive, controlling, and rule-breaking behaviors) between target children and friends were coded. RESULTS Regarding dyadic mutuality, target children reciprocated their friends' positive affect in both tasks. They also reciprocated their friends' positive behaviors but only in the cooperative task. In contrast, they only reciprocated their friends' coercive joining behaviors in the competitive task. Medium to large reciprocity effects was found for 36%-53% (dyadic mutuality) and 38%-55% (coercive joining) of target children. CONCLUSIONS These results extend findings of peer contagion processes to the friendships of children with ADHD and suggest that contagion may vary according to interaction context (i.e., competition vs. cooperation). Understanding the spread of peer contagion may illuminate how children with ADHD and their friends influence each other's adjustment over time and may guide friendship-focused psychosocial interventions for this population.
Collapse
Affiliation(s)
- Sébastien Normand
- Département de Psychoéducation et de Psychologie, Université du Québec en Outaouais, Gatineau, QC, Canada.,Institut du Savoir Montfort, Hôpital Montfort, Ottawa, ON, Canada
| | - Maude Lambert
- School of Psychology, University of Ottawa, Ottawa, ON, Canada
| | - Joanna Guiet
- Clinique d'apprentissage spécialisée, Gatineau, QC, Canada
| | - Mara Brendgen
- Department of Psychology, Université du Québec à Montréal, Montréal, QC, Canada.,CHU Sainte-Justine Research Center, Montreal, QC, Canada
| | - Roger Bakeman
- Department of Psychology, Georgia State University, Atlanta, GA, USA
| | - Amori Yee Mikami
- Department of Psychology, University of British Columbia, Vancouver, BC, Canada
| |
Collapse
|
8
|
Stuhlman M, Mikami AY, Hofkens T, Allen J, Pianta R, Smit S. Integrating Research-Supported Coaching Practices Into Secondary Teachers' Team Meetings: Early Indications of Potential to Impact Collaborations, Classroom Interactions, and Student Engagement. Front Educ (Lausanne) 2022; 7:883226. [PMID: 36686153 PMCID: PMC9850827 DOI: 10.3389/feduc.2022.883226] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
The My Teaching Partner-Secondary (MTPS) program demonstrated improvements in classroom interactions and student outcomes in secondary schools using one-on-one coaching between study staff and teachers. Despite promising results, the time, cost, and oversight from a university research team may pose barriers to adoption of coaching programs like MTPS at scale. The My Teaching Team (MTT) project sought to translate key ingredients from MTPS into existing professional development contexts that are already built into many middle and high school educators' weekly schedules: co-planning or professional learning community meetings. Six teams of secondary teachers (N = 30 teachers) participated in a pilot test of the usability of MTT materials across 5 months in one school year. Three teams elected to use MTT materials, and three elected to be a comparison group who continued their typical practices. Teams adopting MTT materials were observed to do so with good implementation integrity, and reported satisfaction with the intervention. Compared to typical practice teams, those using MTT were observed to spend more meeting time discussing teaching practice and less time discussing logistics/mechanics, and engaged in more video sharing and feedback to team members in the MTT sessions that explicitly encouraged this. The number of MTT meetings completed by a team, as well as spending more time discussing teaching practices and video sharing (but not feedback provided) during team meetings, predicted students' self-reports of greater engagement and observations of higher levels of emotional support provided in the classroom. Implications for translating empirically supported interventions from the lab to real-world school settings are discussed.
Collapse
Affiliation(s)
- Megan Stuhlman
- Center for Advanced Study of Teaching and Learning, School of Education and Human Development, University of Virginia, Charlottesville, VA, United States
| | - Amori Yee Mikami
- Peer Relationships in Childhood Laboratory, Department of Psychology, University of British Columbia, Vancouver, BC, Canada
| | - Tara Hofkens
- Center for Advanced Study of Teaching and Learning, School of Education and Human Development, University of Virginia, Charlottesville, VA, United States
| | - Joseph Allen
- Adolescent Research Lab, Department of Psychology, School of Arts and Sciences, University of Virginia, Charlottesville, VA, United States
| | - Robert Pianta
- Center for Advanced Study of Teaching and Learning, School of Education and Human Development, University of Virginia, Charlottesville, VA, United States
| | - Sophie Smit
- Peer Relationships in Childhood Laboratory, Department of Psychology, University of British Columbia, Vancouver, BC, Canada
| |
Collapse
|
9
|
Qi H, Mikami AY, Owens JS. Associations between cross-racial friendships and children's social and academic adjustment in racially diverse classrooms. Child Dev 2022; 93:1427-1443. [PMID: 35437764 DOI: 10.1111/cdev.13773] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
This study examined bidirectional associations between cross-racial friendships and children's social and academic adjustment. Participants were 583 elementary school-age children in western Canada, or the midwestern United States (4-10 years; 279 girls; 143 Asian, 88 Black, 65 Hispanic or Latinx, 171 White, 116 mixed). Children's adjustment (social preference, academic enablers, academic performance) and friendship nominations (reciprocated, received, given) were measured in fall and spring over one school year from 2017 to 2018, or from 2018 to 2019. Regarding reciprocated nominations, fall adjustment positively predicted spring reciprocated cross-racial friendships, but not vice-versa. For received nominations, academic enablers and received cross-racial friendship nominations were positively and bidirectionally related to one another. Fall same-racial friendship nominations positively predicted spring academic performance and social preference. Effect sizes were small.
Collapse
Affiliation(s)
- Hongyuan Qi
- Department of Psychology, The University of British Columbia, Vancouver, British Columbia, USA
| | - Amori Yee Mikami
- Department of Psychology, The University of British Columbia, Vancouver, British Columbia, USA
| | | |
Collapse
|
10
|
Na JJ, Park JL, LKhagva T, Mikami AY. The efficacy of interventions on cognitive, behavioral, and affective public stigma around mental illness: A systematic meta-analytic review. Stigma and Health 2022. [DOI: 10.1037/sah0000372] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
|
11
|
Groenman AP, Hornstra R, Hoekstra PJ, Steenhuis L, Aghebati A, Boyer BE, Buitelaar JK, Chronis-Tuscano A, Daley D, Dehkordian P, Dvorsky M, Franke N, DuPaul GJ, Gershy N, Harvey E, Hennig T, Herbert S, Langberg J, Mautone JA, Mikami AY, Pfiffner LJ, Power TJ, Reijneveld SA, Schramm SA, Schweitzer JB, Sibley MH, Sonuga-Barke E, Thompson C, Thompson M, Webster-Stratton C, Xie Y, Luman M, van der Oord S, van den Hoofdakker BJ. An Individual Participant Data Meta-analysis: Behavioral Treatments for Children and Adolescents With Attention-Deficit/Hyperactivity Disorder. J Am Acad Child Adolesc Psychiatry 2022; 61:144-158. [PMID: 33932495 DOI: 10.1016/j.jaac.2021.02.024] [Citation(s) in RCA: 21] [Impact Index Per Article: 10.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/23/2020] [Revised: 02/03/2021] [Accepted: 02/19/2021] [Indexed: 01/18/2023]
Abstract
OBJECTIVE Behavioral interventions are well established treatments for children with attention-deficit/hyperactivity disorder (ADHD). However, insight into moderators of treatment outcome is limited. METHOD We conducted an individual participant data meta-analysis (IPDMA), including data of randomized controlled behavioral intervention trials for individuals with ADHD <18 years of age. Outcomes were symptoms of ADHD, oppositional defiant disorder (ODD), and conduct disorder (CD) and impairment. Moderators investigated were symptoms and impairment severity, medication use, age, IQ, sex, socioeconomic status, and single parenthood. RESULTS For raters most proximal to treatment, small- to medium-sized effects of behavioral interventions were found for symptoms of ADHD, inattention, hyperactivity/impulsivity (HI), ODD and CD, and impairment. Blinded outcomes were available only for small preschool subsamples and limited measures. CD symptoms and/or diagnosis moderated outcome on ADHD, HI, ODD, and CD symptoms. Single parenthood moderated ODD outcome, and ADHD severity moderated impairment outcome. Higher baseline CD or ADHD symptoms, a CD diagnosis, and single parenthood were related to worsening of symptoms in the untreated but not in the treated group, indicating a protective rather than an ameliorative effect of behavioral interventions for these children. CONCLUSION Behavioral treatments are effective for reducing ADHD symptoms, behavioral problems, and impairment as reported by raters most proximal to treatment. Those who have severe CD or ADHD symptoms, a CD diagnosis, or are single parents should be prioritized for treatment, as they may evidence worsening of symptoms in the absence of intervention.
Collapse
|
12
|
Faraone SV, Banaschewski T, Coghill D, Zheng Y, Biederman J, Bellgrove MA, Newcorn JH, Gignac M, Al Saud NM, Manor I, Rohde LA, Yang L, Cortese S, Almagor D, Stein MA, Albatti TH, Aljoudi HF, Alqahtani MMJ, Asherson P, Atwoli L, Bölte S, Buitelaar JK, Crunelle CL, Daley D, Dalsgaard S, Döpfner M, Espinet S, Fitzgerald M, Franke B, Gerlach M, Haavik J, Hartman CA, Hartung CM, Hinshaw SP, Hoekstra PJ, Hollis C, Kollins SH, Sandra Kooij JJ, Kuntsi J, Larsson H, Li T, Liu J, Merzon E, Mattingly G, Mattos P, McCarthy S, Mikami AY, Molina BSG, Nigg JT, Purper-Ouakil D, Omigbodun OO, Polanczyk GV, Pollak Y, Poulton AS, Rajkumar RP, Reding A, Reif A, Rubia K, Rucklidge J, Romanos M, Ramos-Quiroga JA, Schellekens A, Scheres A, Schoeman R, Schweitzer JB, Shah H, Solanto MV, Sonuga-Barke E, Soutullo C, Steinhausen HC, Swanson JM, Thapar A, Tripp G, van de Glind G, van den Brink W, Van der Oord S, Venter A, Vitiello B, Walitza S, Wang Y. The World Federation of ADHD International Consensus Statement: 208 Evidence-based conclusions about the disorder. Neurosci Biobehav Rev 2021; 128:789-818. [PMID: 33549739 PMCID: PMC8328933 DOI: 10.1016/j.neubiorev.2021.01.022] [Citation(s) in RCA: 390] [Impact Index Per Article: 130.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2020] [Revised: 01/25/2021] [Accepted: 01/25/2021] [Indexed: 02/08/2023]
Abstract
BACKGROUND Misconceptions about ADHD stigmatize affected people, reduce credibility of providers, and prevent/delay treatment. To challenge misconceptions, we curated findings with strong evidence base. METHODS We reviewed studies with more than 2000 participants or meta-analyses from five or more studies or 2000 or more participants. We excluded meta-analyses that did not assess publication bias, except for meta-analyses of prevalence. For network meta-analyses we required comparison adjusted funnel plots. We excluded treatment studies with waiting-list or treatment as usual controls. From this literature, we extracted evidence-based assertions about the disorder. RESULTS We generated 208 empirically supported statements about ADHD. The status of the included statements as empirically supported is approved by 80 authors from 27 countries and 6 continents. The contents of the manuscript are endorsed by 366 people who have read this document and agree with its contents. CONCLUSIONS Many findings in ADHD are supported by meta-analysis. These allow for firm statements about the nature, course, outcome causes, and treatments for disorders that are useful for reducing misconceptions and stigma.
Collapse
Affiliation(s)
- Stephen V Faraone
- Departments of Psychiatry and Neuroscience and Physiology, Psychiatry Research Division, SUNY Upstate Medical University, Syracuse, NY, USA; World Federation of ADHD, Switzerland; American Professional Society of ADHD and Related Disorders (APSARD), USA.
| | - Tobias Banaschewski
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim, University of Heidelberg, Mannheim, Germany; Child and Adolescent Psychiatrist's Representative, Zentrales-ADHS-Netz, Germany; The German Association of Child and Adolescent Psychiatry and Psychotherapy, Germany
| | - David Coghill
- Departments of Paediatrics and Psychiatry, Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne, Melbourne, Australia
| | - Yi Zheng
- Beijing Anding Hospital, Capital Medical University, Beijing, China; The National Clinical Research Center for Mental Disorders, Beijing, China; Beijing Key Laboratory of Mental Disorders, Beijing, China; Beijing Institute for Brain Disorders, Beijing, China; Asian Federation of ADHD, China; Chinese Society of Child and Adolescent Psychiatry, China
| | - Joseph Biederman
- Clinical & Research Programs in Pediatric Psychopharmacology & Adult ADHD, Massachusetts General Hospital, Boston, MA, USA; Department of Psychiatry, Harvard Medical School, Boston, MA, USA
| | - Mark A Bellgrove
- Turner Institute for Brain and Mental Health and School of Psychological Sciences, Monash University, Clayton, VIC, Australia; Australian ADHD Professionals Association (AADPA), Australia
| | - Jeffrey H Newcorn
- American Professional Society of ADHD and Related Disorders (APSARD), USA; Departments of Psychiatry and Pediatrics, Division of ADHD and Learning Disorders, Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - Martin Gignac
- Department of Child and Adolescent Psychiatry, Montreal Children's Hospital, MUHC, Montreal, Canada; Child and Adolescent Psychiatry Division, McGill University, Montreal, Canada; Canadian ADHD Research Alliance (CADDRA), Canada
| | | | - Iris Manor
- Chair, Israeli Society of ADHD (ISA), Israel; Co-chair of the neurodevelopmental section in EPA (the European Psychiatric Association), France
| | - Luis Augusto Rohde
- Department of Psychiatry, Federal University of Rio Grande do Sul, Brazil
| | - Li Yang
- Asian Federation of ADHD, China; Peking University Sixth Hospital/Institute of Mental Health, National Clinical Research Center for Mental Disorders (Peking University Sixth Hospital), Beijing, China; NHC Key Laboratory of Mental Health (Peking University), Beijing, China
| | - Samuele Cortese
- Center for Innovation in Mental Health, School of Psychology, Faculty of Environmental and Life Sciences, University of Southampton, Southampton,UK; Clinical and Experimental Sciences (CNS and Psychiatry), Faculty of Medicine, University of Southampton, Southampton, UK; Solent NHS Trust, Southampton, UK; Hassenfeld Children's Hospital at NYU Langone, New York University Child Study Center, New York City, New York, USA; Division of Psychiatry and Applied Psychology, School of Medicine, University of Nottingham, Nottingham, UK; University of Nottingham, Nottingham, UK
| | - Doron Almagor
- University of Toronto, SickKids Centre for Community Mental Health, Toronto, Canada; Canadian ADHD Research Alliance (CADDRA), Canada
| | - Mark A Stein
- University of Washington, Seattle, WA, USA; Seattle Children's Hospital, Seattle, WA, USA
| | - Turki H Albatti
- Saudi ADHD Society Medical and Psychological Committee, Saudi Arabia
| | - Haya F Aljoudi
- King Faisal Specialist Hospital & Research Center, Riyadh, Saudi Arabia; Saudi ADHD Society Medical and Psychological Committee, Saudi Arabia
| | - Mohammed M J Alqahtani
- Clinical Psychology, King Khalid University, Abha, Saudi Arabia; Saudi ADHD Society, Saudi Arabia
| | - Philip Asherson
- Social Genetic & Developmental Psychiatry, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, UK
| | - Lukoye Atwoli
- Department of Mental Health and Behavioural Science, Moi University School of Medicine, Eldoret, Kenya; Brain and Mind Institute, and Department of Internal Medicine, Medical College East Africa, the Aga Khan University, Kenya; African College of Psychopharmacology, Kenya; African Association of Psychiatrists, Kenya
| | - Sven Bölte
- Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research; Department of Women's and Children's Health, Karolinska Institutet & Stockholm Health Care Services, Region Stockholm, Sweden; Child and Adolescent Psychiatry, Stockholm Healthcare Services, Region Stockholm, Sweden; Curtin Autism Research Group, School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Western Australia, Australia
| | - Jan K Buitelaar
- Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Centre, Nijmegen, the Netherlands
| | - Cleo L Crunelle
- Vrije Universiteit Brussel (VUB), Universitair Ziekenhuis Brussel (UZ Brussel), Dept. of Psychiatry, Brussel, Belgium; International Collaboration on ADHD and Substance Abuse (ICASA), Nijmegen, the Netherlands
| | - David Daley
- Division of Psychiatry and Applied Psychology, School of Medicine University of Nottingham, Nottingham, UK; NIHR MindTech Mental Health MedTech Cooperative & Centre for ADHD and Neurodevelopmental Disorders Across the Lifespan (CANDAL), Institute of Mental Health, University of Nottingham, Nottingham, UK
| | - Søren Dalsgaard
- National Centre for Register-based Research, Aarhus University, Aarhus, Denmark; The Lundbeck Foundation Initiative for Integrative Psychiatric Research, iPSYCH, Aarhus, Denmark
| | - Manfred Döpfner
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, School of Child and Adolescent Cognitive Behavior Therapy (AKiP), Faculty of Medicine and University Hospital Cologne, University Cologne, Cologne, Germany; Zentrales-ADHS-Netz, Germany
| | | | | | - Barbara Franke
- Departments of Human Genetics and Psychiatry, Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Nijmegen, the Netherlands; Professional Board, ADHD Europe, Belgium
| | - Manfred Gerlach
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital Wuerzburg, Wuerzburg, Germany.
| | - Jan Haavik
- Department of Biomedicine, University of Bergen, Bergen, Norway; Division of Psychiatry, Haukeland University Hospital, Bergen, Norway
| | - Catharina A Hartman
- University of Groningen, Groningen, the Netherlands; University Medical Center Groningen, Groningen, the Netherlands; Interdisciplinary Center Psychopathology and Emotion Regulation (ICPE), Groningen, the Netherlands; ADHD Across the Lifespan Network from European College of Neuropsychopharmacology(ECNP), the Netherlands
| | | | - Stephen P Hinshaw
- University of California, Berkeley, CA, USA; University of California, San Francisco, CA, USA
| | - Pieter J Hoekstra
- University of Groningen, University Medical Center Groningen, Department of Child and Adolescent Psychiatry, Groningen, the Netherlands
| | - Chris Hollis
- Hassenfeld Children's Hospital at NYU Langone, New York University Child Study Center, New York City, New York, USA; Division of Psychiatry and Applied Psychology, School of Medicine, University of Nottingham, Nottingham, UK; Nottinghamshire Healthcare NHS Foundation Trust, Nottingham, UK; NIHR MindTech MedTech Co-operative, Nottingham, UK; NIHR Nottingham Biomedical Research Centre, Nottingham, UK
| | - Scott H Kollins
- Duke University School of Medicine, Durham, NC, USA; Duke Clinical Research Institute, Durham, NC, USA
| | - J J Sandra Kooij
- Amsterdam University Medical Center (VUMc), Amsterdam, the Netherlands; PsyQ, The Hague, the Netherlands; European Network Adult ADHD, the Netherlands; DIVA Foundation, the Netherlands; Neurodevelopmental Disorders Across Lifespan Section of European Psychiatric Association, France
| | - Jonna Kuntsi
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
| | - Henrik Larsson
- School of Medical Sciences, Örebro University, Örebro, Sweden; Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Solna, Sweden
| | - Tingyu Li
- Growth, Development and Mental Health Center for Children and Adolescents, Children's Hospital of Chongqing Medical University, Chongqing, China; National Research Center for Clinical Medicine of Child Health and Disease, Chongqing, China; The Subspecialty Group of Developmental and Behavioral Pediatrics, the Society of Pediatrics, Chinese Medical Association, China
| | - Jing Liu
- Asian Federation of ADHD, China; Peking University Sixth Hospital/Institute of Mental Health, National Clinical Research Center for Mental Disorders (Peking University Sixth Hospital), Beijing, China; NHC Key Laboratory of Mental Health (Peking University), Beijing, China; The Chinese Society of Child and Adolescent Psychiatry, China; The Asian Society for Child and Adolescent Psychiatry and Allied Professions, China
| | - Eugene Merzon
- Department of Family Medicine, Sackler School of Medicine, Tel Aviv University, Tel Aviv, Israel; Leumit Health Services, Tel Aviv, Israel; Israeli Society of ADHD, Israel; Israeli National Diabetes Council, Israel
| | - Gregory Mattingly
- Washington University, St. Louis, MO, USA; Midwest Research Group, St Charles, MO, USA
| | - Paulo Mattos
- Federal University of Rio de Janeiro, Rio de Janeiro, Brazil; D'Or Institute for Research and Education, Rio de Janeiro, Brazil; Brazilian Attention Deficit Association (ABDA), Brazil
| | | | | | - Brooke S G Molina
- Departments of Psychiatry, Psychology, Pediatrics, Clinical & Translational Science, University of Pittsburgh, Pittsburgh, PA, USA
| | - Joel T Nigg
- Center for ADHD Research, Department of Psychiatry, Oregon Health & Science University, Portland, OR, USA
| | - Diane Purper-Ouakil
- University of Montpellier, CHU Montpellier Saint Eloi, MPEA, Medical and Psychological Unit for Children and Adolescents (MPEA), Montpellier, France; INSERM U 1018 CESP-Developmental Psychiatry, France
| | - Olayinka O Omigbodun
- Centre for Child & Adolescent Mental Health, College of Medicine, University of Ibadan, Ibadan, Nigeria; Department of Child & Adolescent Psychiatry, University College Hospital, Ibadan, Nigeria
| | | | - Yehuda Pollak
- Seymour Fox School of Education, The Hebrew University of Jerusalem, Israel; The Israeli Society of ADHD (ISA), Israel
| | - Alison S Poulton
- Brain Mind Centre Nepean, University of Sydney, Sydney, Australia; Australian ADHD Professionals Association (AADPA), Australia
| | - Ravi Philip Rajkumar
- Jawaharlal Institute of Postgraduate Medical Education and Research, Pondicherry, India
| | | | - Andreas Reif
- Department of Psychiatry, Psychosomatic Medicine and Psychotherapy, University Hospital Frankfurt, Frankfurt am Main, Germany; German Psychiatric Association, Germany
| | - Katya Rubia
- World Federation of ADHD, Switzerland; Department of Child & Adolescent Psychiatry, Institute of Psychiatry, Psychology & Neurosciences, King's College London, London, UK; European Network for Hyperkinetic Disorders (EUNETHYDIS), Germany
| | - Julia Rucklidge
- School of Psychology, Speech and Hearing, University of Canterbury, Christchurch, New Zealand
| | - Marcel Romanos
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Center of Mental Health, University Hospital Würzburg, Würzburg, Germany; The German Association of Child and Adolescent Psychiatry and Psychotherapy, Germany; Zentrales-ADHS-Netz, Germany
| | - J Antoni Ramos-Quiroga
- Department of Psychiatry, Hospital Universitari Vall d'Hebron, Barcelona, Catalonia, Spain; Group of Psychiatry, Mental Health and Addictions, Vall d'Hebron Research Institute (VHIR), Barcelona, Catalonia, Spain; Biomedical Network Research Centre on Mental Health (CIBERSAM), Universitat Autònoma de Barcelona, Barcelona, Catalonia, Spain; Department of Psychiatry and Forensic Medicine, Universitat Autònoma de Barcelona, Barcelona, Catalonia, Spain; Neurodevelopmental Disorders Across Lifespan Section of European Psychiatric Association, France; International Collaboration on ADHD and Substance Abuse (ICASA), the Netherlands; DIVA Foundation, the Netherlands
| | - Arnt Schellekens
- Radboud University Medical Centre, Donders Institute for Brain, Cognition, and Behavior, Department of Psychiatry, Nijmegen, the Netherlands; International Collaboration on ADHD and Substance Abuse (ICASA), Nijmegen, the Netherlands
| | - Anouk Scheres
- Behavioural Science Institute, Radboud University, Nijmegen, the Netherlands
| | - Renata Schoeman
- University of Stellenbosch Business School, Cape Town, South Africa; South African Special Interest Group for Adult ADHD, South Africa; The South African Society of Psychiatrists/Psychiatry Management Group Management Guidelines for ADHD, South Africa; World Federation of Biological Psychiatry, Germany; American Psychiatric Association, USA; Association for NeuroPsychoEconomics, USA
| | - Julie B Schweitzer
- Department of Psychiatry and Behavioral Sciences and the MIND Institute, University of California, Davis, Sacramento, CA, USA
| | - Henal Shah
- Topiwala National Medical College & BYL Nair Ch. Hospital, Mumbai, India
| | - Mary V Solanto
- The Zucker School of Medicine at Hofstra-Northwell, Northwell Health, Hemstead, NY, USA; Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD), USA; American Professional Society of ADHD and Related Disorders (APSARD), USA; National Center for Children with Learning Disabilities (NCLD), USA
| | - Edmund Sonuga-Barke
- Department of Child and Adolescent Psychiatry, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK; Department of Child & Adolescent Psychiatry, Aarhus University, Aarhus, Denmark
| | - César Soutullo
- American Professional Society of ADHD and Related Disorders (APSARD), USA; European Network for Hyperkinetic Disorders (EUNETHYDIS), Germany; Louis A. Faillace MD, Department of Psychiatry and Behavioral Sciences, University of Texas Health Science Center at Houston, Houston, TX, USA
| | - Hans-Christoph Steinhausen
- University of Zurich, CH, Switzerland; University of Basel, CH, Switzerland; University of Southern Denmark, Odense, Denmark; Centre of Child and Adolescent Mental Health, Copenhagen, Denmark
| | - James M Swanson
- Department of Pediatrics, University of California Irvine, Irvine, CA, USA
| | - Anita Thapar
- Division of Psychological Medicine and Clinical Neurosciences, MRC Centre for Neuropsychiatric Genetics and Genomics, Cardiff University School of Medicine, Wales, UK
| | - Gail Tripp
- Human Developmental Neurobiology Unit, Okinawa Institute of Science and Technology Graduate University, Okinawa, Japan
| | - Geurt van de Glind
- Hogeschool van Utrecht/University of Applied Sciences, Utrecht, the Netherlands
| | - Wim van den Brink
- Amsterdam University Medical Centers, Academic Medical Center, Amsterdam, the Netherlands
| | - Saskia Van der Oord
- Psychology and Educational Sciences, KU Leuven, Leuven, Belgium; European ADHD Guidelines Group, Germany
| | - Andre Venter
- University of the Free State, Bloemfontein, South Africa
| | - Benedetto Vitiello
- University of Torino, Torino, Italy; Johns Hopkins University School of Public Health, Baltimore, MD, USA
| | - Susanne Walitza
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry Zurich, University of Zurich, Zurich, Switzerland
| | - Yufeng Wang
- Asian Federation of ADHD, China; Peking University Sixth Hospital/Institute of Mental Health, National Clinical Research Center for Mental Disorders (Peking University Sixth Hospital), Beijing, China; NHC Key Laboratory of Mental Health (Peking University), Beijing, China
| |
Collapse
|
13
|
Mikami AY, Owens JS, Evans SW, Hudec KL, Kassab H, Smit S, Na JJ, Khalis A. Promoting Classroom Social and Academic Functioning among Children at Risk for ADHD: The MOSAIC Program. J Clin Child Adolesc Psychol 2021; 51:1039-1052. [PMID: 34133243 DOI: 10.1080/15374416.2021.1929250] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Objective: Social and academic functioning are linked in elementary school, and both are frequently impaired in children with elevated symptoms of attention-deficit/hyperactivity disorder (ADHD). This study evaluated the Making Socially Accepting Inclusive Classrooms (MOSAIC) program, a classroom intervention to support children's social and academic functioning, especially for children at risk for ADHD. Teachers delivered MOSAIC practices to the whole class and applied some strategies more frequently to target children selected for elevated ADHD symptoms and peer impairment.Method: Participants were 34 general education teachers (grades K-5) and 558 children in their classrooms, randomized to MOSAIC or to a typical practice control group for one academic year. In the fall and spring, we assessed (a) peers' sociometric judgments of children, (b) children's self-report of supportive relationships with teachers and peers, and (c) teachers' report of children's social and academic competencies and impairments.Results: Regarding whole class effects, relative to control group children, children in MOSAIC classrooms (target and non-target children) were rated by teachers in spring as having better competencies and lower impairment, after controlling for fall functioning. There were no main effects of MOSAIC on peer sociometrics or child perceptions of supportive relationships. Target status moderated some effects such that, in spring, target children in MOSAIC perceived greater support from their teachers but received poorer sociometrics than did target children in control classrooms.Conclusions: We discuss the difficulty in changing peers' perceptions of children with ADHD symptoms, even in the presence of improvements in other aspects of social and academic functioning.
Collapse
Affiliation(s)
| | | | | | | | | | - Sophie Smit
- Department of Psychology, University of British Columbia
| | | | - Adri Khalis
- Department of Psychology, University of British Columbia
| |
Collapse
|
14
|
Saffer BY, Mikami AY, Qi H, Owens JS, Normand S. Factors Related to Agreement between Parent and Teacher Ratings of Children’s ADHD Symptoms: an Exploratory Study Using Polynomial Regression Analyses. J Psychopathol Behav Assess 2021. [DOI: 10.1007/s10862-021-09892-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
|
15
|
Mikami AY, Normand S, Hudec KL, Guiet J, Na JJ, Smit S, Khalis A, Maisonneuve MF. Treatment of friendship problems in children with attention-deficit/hyperactivity disorder: Initial results from a randomized clinical trial. J Consult Clin Psychol 2020; 88:871-885. [DOI: 10.1037/ccp0000607] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
|
16
|
Keifer CM, Mikami AY, Morris JP, Libsack EJ, Lerner MD. Prediction of social behavior in autism spectrum disorders: Explicit versus implicit social cognition. Autism 2020; 24:1758-1772. [PMID: 32484000 DOI: 10.1177/1362361320922058] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/16/2022]
Abstract
LAY ABSTRACT Difficulties with social communication and interaction are a hallmark feature of autism spectrum disorder. These difficulties may be the result of problems with explicit social cognition (effortful and largely conscious processes) such as learning and recalling social norms or rules. Alternatively, social deficits may stem from problems with implicit social cognition (rapid and largely unconscious processes) such as the efficient integration of social information. The goal of this study was to determine how problems in explicit and implicit social cognition relate to social behavior in 34 youth with autism spectrum disorder. We measured aspects of implicit and explicit social cognition abilities in the laboratory using behavioral, cognitive, and brain (electrophysiological) measures. We then used those measures to predict "real-world" social behavior as reported by parents, clinicians, and independent observers. Results showed that overall better aspects of implicit and explicit social cognition predicted more competent social behavior. In addition, the ability to fluidly integrate social information (implicit social cognition) was more frequently related to competent social behavior that merely knowing what to do in social situations (explicit social cognition). These findings may help with the development of interventions focusing on improving social deficits.
Collapse
Affiliation(s)
| | - Amori Yee Mikami
- The University of British Columbia, Canada.,University of Virginia, USA
| | | | | | | |
Collapse
|
17
|
Abstract
Black students are issued school discipline sanctions at rates higher than members of other racial and ethnic groups, underscoring the need for professional development that addresses this gap. In 86 secondary classrooms, a randomized controlled trial examined the effects of a 2-year teacher coaching program, My Teaching Partner Secondary (MTP-S). Results from the second year of coaching and the year after coaching was discontinued replicated previous findings from the first year of coaching-intervention teachers had no significant disparities in discipline referral between Black students and their classmates, compared to teachers in the control condition, for whom racial discipline gaps remained. Thus, MTP-S effects were replicated in the second year of coaching and maintained when coaching was withdrawn. Mediational analyses identified mechanisms for these effects; Black students had a low probability of receiving disciplinary referrals with teachers who increased skills to engage students in high-level analysis and inquiry.
Collapse
|
18
|
Yee Mikami A, Gregory A, Allen JP, Pianta RC, Lun J. Effects of a Teacher Professional Development Intervention on Peer Relationships in Secondary Classrooms. School Psychology Review 2019. [DOI: 10.1080/02796015.2011.12087704] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
|
19
|
Mikami AY, Reuland MM, Griggs MS, Jia M. Collateral Effects of a Peer Relationship Intervention for Children With Attention Deficit Hyperactivity Disorder on Typically Developing Classmates. School Psychology Review 2019. [DOI: 10.1080/02796015.2013.12087466] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
|
20
|
García Bacete FJ, Marande G, Mikami AY. Evaluation of a multi-component and multi-agent intervention to improve classroom social relationships among early elementary school-age children. J Sch Psychol 2019; 77:124-138. [PMID: 31837721 DOI: 10.1016/j.jsp.2019.09.001] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2018] [Revised: 06/19/2019] [Accepted: 09/12/2019] [Indexed: 11/19/2022]
Abstract
We present the preliminary evaluation of a comprehensive, multi-component and multi-agent 2-year classroom intervention to enhance children's relationships with their peers and teachers among early elementary school students in Spain. The intervention contained universal components directed to the whole class plus targeted components for children with peer problems. Using a quasi-experimental design, 229 children (in 10 classrooms) formed a comparison group whose teachers engaged in their typical practices, followed the next year by 214 children (in 9 classrooms) who received the intervention. Children completed a sociometric procedure, and reported their self-perceptions of peer functioning and their relationship quality with teachers at the beginning of 1st grade (pretest) and the end of 2nd grade (posttest; 93% retention). After statistical control of pretest functioning, by posttest those in the intervention group received fewer negative sociometric nominations, perceived themselves to receive fewer negative sociometric nominations and to have greater overall peer acceptance, and reported their teachers to have greater warmth and organization, compared to children in the comparison group. However, intervention group children also received fewer positive sociometric nominations (as well as perceived themselves to receive fewer positive nominations) than comparison group children. Target children, selected for being disliked by peers, received accentuated benefits from the intervention on the outcome variables of fewer negative nominations received and greater teacher warmth. Implications for practice are discussed.
Collapse
Affiliation(s)
- Francisco J García Bacete
- Department of Developmental, Educational, and Social Psychology and Methodology, Jaume I University, Castellón, Spain.
| | - Ghislaine Marande
- Department of Developmental, Educational, and Social Psychology and Methodology, Jaume I University, Castellón, Spain
| | - Amori Yee Mikami
- Department of Psychology, University of British Columbia, Vancouver, Canada
| |
Collapse
|
21
|
Gregory A, Ruzek EA, DeCoster J, Mikami AY, Allen JP. Focused Classroom Coaching and Widespread Racial Equity in School Discipline. AERA Open 2019; 5:1-15. [PMID: 34109259 PMCID: PMC8186456 DOI: 10.1177/2332858419897274] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
We examined the effects of a teacher coaching program on discipline referrals using records from 7,794 secondary U.S. classrooms. Some classroom teachers took part in a trial: They were randomized to receive intensive coaching in a focal classroom or to form a business-as-usual control group. The remaining teachers taught in the same schools. Previous research suggested that the coaching program was associated with increasing equity in discipline referrals in focal coached classrooms (Gregory et al., 2016). The current study addressed the generalizability of effects from teachers' focal coached classrooms to diverse classrooms in their course load. Results suggested that the coaching program had no generalized effects on reducing referrals with African American students or racial referral gaps in classrooms with coached teachers, relative to the control teachers and the other teachers in the schools. We offer implications for coaching programs and directions for equity-oriented efforts to reduce racial discipline gaps.
Collapse
|
22
|
Mikami AY, Szwedo DE, Khalis A, Jia M, Na JJ. Online Social Interactions Predict Academic and Emotional Adjustment in the Transition to University. J Res Adolesc 2019; 29:210-224. [PMID: 29399939 DOI: 10.1111/jora.12377] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
We investigated the developmental implications of online social interactions among 590 youth transitioning to university. We observed friends' posts on participants' Facebook pages, and considered attributes of friends' posts used to indicate positive and negative relationship quality in face-to-face interactions. After statistical control of beginning-of-year functioning and participants' Facebook content, Facebook friends' deviant content posts (swearing; illegal/sexualized activities) predicted participants' lower grade point average, Facebook friends' posts indicating connection to participants predicted participants' lower psychopathology, and Facebook friends' verbal aggression posts predicted participants' lower institutional attachment, by the end of the year. Negative effects of friends' posts were strongest for participants who were disliked by peers face to face. The online context may uniquely influence youth adjustment in conjunction with face-to-face relationships.
Collapse
|
23
|
Mikami AY, Miller M, Lerner MD. Social functioning in youth with attention-deficit/hyperactivity disorder and autism spectrum disorder: transdiagnostic commonalities and differences. Clin Psychol Rev 2019; 68:54-70. [PMID: 30658861 DOI: 10.1016/j.cpr.2018.12.005] [Citation(s) in RCA: 32] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2018] [Revised: 09/12/2018] [Accepted: 12/31/2018] [Indexed: 12/21/2022]
Abstract
Attention-Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) are both neurodevelopmental disorders originating in childhood with high associated impairments and public health significance. There has been growing recognition of the frequent co-occurrence, and potential interrelatedness, between ADHD and ASD without intellectual disability. In fact, the most recent (5th) edition of the DSM is the first to allow ADHD and ASD to be diagnosed in the same individual. The study of transdiagnostic features in ADHD and ASD is important for understanding, and treating, these commonly co-occurring disorders. Social impairment is central to the description and prognosis of both disorders, and many youth with some combination of ADHD and ASD present to clinics for social skills training interventions. However, the aspects of social functioning that are impaired may have both shared and distinct features between the two disorders, relating to some overlapping and some diverse etiologies of social problems in ADHD compared to ASD. These findings have implications for interventions to address social problems in youth with these conditions. We conclude with a discussion about areas for future research and novel intervention targets in youth with ADHD, ASD, and their comorbidity.
Collapse
Affiliation(s)
| | - Meghan Miller
- University of California Davis MIND Institute, Sacramento, CA, USA
| | | |
Collapse
|
24
|
Abstract
OBJECTIVE Children with ADHD overestimate their own social and behavioral competence when using explicit self-report measures, a phenomenon known as Positive Illusory Bias (PIB). This study examined whether children with ADHD show PIB when self-perceptions are measured implicitly, reflecting associations that are relatively difficult to consciously control. METHOD Participants were 23 children (ages 6.8-9.8) with ADHD and 55 typically developing (TD) children. Children's explicit self-perceptions of competence were measured via self-report on the Self-Perception Profile for Children; their implicit associations were assessed using an Implicit Association Test. Parent and teacher ratings formed an adult-reported composite indicator of children's competence, to which children's self-perceptions were compared. RESULTS Children with ADHD overestimated their competence as compared with adult-informant reports on both explicit and implicit measures, whereas TD children tended to be accurate. CONCLUSION Inflated self-perceptions in children with ADHD may exist on an implicit level outside of conscious awareness.
Collapse
|
25
|
|
26
|
Abstract
PURPOSE OF REVIEW Many children and adolescents with attention-deficit/hyperactivity disorder (ADHD) have difficulties in their social skills and peer relationships. Because social problems exacerbate later maladjustment in ADHD populations, it is important to address this serious impairment. Although social skills training (SST) is a common intervention approach, evidence to date suggests that SST has limited efficacy, at least when provided in traditional, clinic-based settings. The current review summarizes recent advances to traditional SST approaches that may potentially enhance their efficacy. RECENT FINDINGS We identify two promising directions in which SST may be modified to make it more efficacious for ADHD populations. The first direction involves providing increased reinforcement and reminders of appropriate social behavior at the point of performance to youth with ADHD (e.g., in vivo, in real life peer situations as opposed to in the clinic). We note the importance of ensuring that youth with ADHD are receptive to such reminders. The second direction involves encouraging peers to be more socially accepting and inclusive of youth with ADHD. This avenue has been understudied in the literature to date. SST for children and adolescents with ADHD may be enhanced by providing more in vivo reminders and feedback at the point of performance and by making efforts to alter peers' impressions about youth with ADHD.
Collapse
Affiliation(s)
- Amori Yee Mikami
- University of British Columbia, 2136 West Mall, Vancouver, BC, V6T 1Z4, Canada.
| | - Sophie Smit
- University of British Columbia, 2136 West Mall, Vancouver, BC, V6T 1Z4, Canada
| | - Adri Khalis
- University of British Columbia, 2136 West Mall, Vancouver, BC, V6T 1Z4, Canada
| |
Collapse
|
27
|
Mikami AY, Ruzek EA, Hafen CA, Gregory A, Allen JP. Perceptions of Relatedness with Classroom Peers Promote Adolescents' Behavioral Engagement and Achievement in Secondary School. J Youth Adolesc 2017; 46:2341-2354. [PMID: 28755252 DOI: 10.1007/s10964-017-0724-2] [Citation(s) in RCA: 31] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2017] [Accepted: 07/14/2017] [Indexed: 11/26/2022]
Abstract
Secondary school is a vulnerable time where stagnation or declines in classroom behavioral engagement occur for many students, and peer relationships take on a heightened significance. We examined the implications of adolescents' perceptions of relatedness with classroom peers for their academic learning. Participants were 1084 adolescents (53% female) in 65 middle and high school classrooms. Multilevel cross-lagged path analyses found that adolescents' perceived relatedness with classroom peers subsequently predicted their increased self-reported behavioral engagement in that classroom from fall to winter and again from winter to spring. Higher engagement in spring predicted higher end of year objective achievement test scores after statistical control of prior year test scores. Implications are discussed for increasing classroom peer relatedness to enhance adolescents' achievement.
Collapse
Affiliation(s)
- Amori Yee Mikami
- University of British Columbia, 2136 West Mall, Vancouver, BC, V6T 1Z4, Canada.
| | - Erik A Ruzek
- University of Virginia, Charlottesville, VA, 22903, USA
| | | | - Anne Gregory
- Rutgers University, New Brunswick, NJ, 08901, USA
| | | |
Collapse
|
28
|
Mikami AY, Mercer SH. Teacher Behaviors Toward Children with Attention-Deficit/Hyperactivity Disorder Predict Peers' Initial Liking and Disliking Impressions in a Summer Camp Setting. Journal of Social and Clinical Psychology 2017. [DOI: 10.1521/jscp.2017.36.6.506] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
|
29
|
|
30
|
Ruzek EA, Hafen CA, Allen JP, Gregory A, Mikami AY, Pianta RC. How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learn Instr 2016; 42:95-103. [PMID: 28190936 PMCID: PMC5298258 DOI: 10.1016/j.learninstruc.2016.01.004] [Citation(s) in RCA: 96] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11-17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools.
Collapse
Affiliation(s)
- Erik A. Ruzek
- Center for Advanced Study of Teaching and Learning, University of Virginia, USA
| | | | | | - Anne Gregory
- Graduate School of Applied and Professional Psychology, Rutgers University, NJ, USA
| | - Amori Yee Mikami
- Department of Psychology, University of British Columbia, Vancouver, BC, Canada
| | - Robert C. Pianta
- Center for Advanced Study of Teaching and Learning, University of Virginia, USA
| |
Collapse
|
31
|
Mikami AY, Schad MM, Teachman BA, Chango JM, Allen JP. Implicit versus Explicit Rejection Self-Perceptions and Adolescents' Interpersonal Functioning. Pers Individ Dif 2015; 86:390-393. [PMID: 26478646 DOI: 10.1016/j.paid.2015.06.051] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
We investigated associations between implicit and explicit self-perceptions of rejection with interpersonal functioning in close relationships. Adolescents (N=124) reported their explicit rejection self-perceptions on a questionnaire and completed the Implicit Association Test to assess their implicit rejection self-perceptions. After controlling for implicit self-perceptions, adolescents' explicit rejection self-perceptions were associated with the adolescents self-reporting more negative relationship quality with close friends and self-reporting more negative behaviors with romantic partners. After controlling for explicit self-perceptions, adolescents' implicit rejection self-perceptions were associated with their romantic partners reporting more negative relationship quality with them, and observations of adolescents displaying more negative behaviors with romantic partners. Implicit and explicit rejection self-perceptions uniquely explain individual differences in interpersonal behaviors.
Collapse
|
32
|
Mikami AY, Szwedo DE, Ahmad SI, Samuels AS, Hinshaw SP. Online social communication patterns among emerging adult women with histories of childhood attention-deficit/hyperactivity disorder. J Abnorm Psychol 2015; 124:576-88. [PMID: 25894439 PMCID: PMC4573788 DOI: 10.1037/abn0000053] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Abstract
Little is known about adult women with attention-deficit/hyperactivity disorder (ADHD); however, available evidence suggests that they experience social impairment. Online social networking websites such as Facebook have become endemic outlets through which emerging adults communicate with peers. No study has examined the peer interactions of emerging adults with childhood histories of ADHD in this developmentally relevant online domain. Participants in the current study were an ethnically diverse sample of 228 women, 140 of whom met diagnostic criteria for ADHD in childhood and 88 who composed a matched comparison sample. These women were assessed at 3 time points spanning 10 years (mean age = 9.6 at Wave 1, 14.1 at Wave 2, 19.6 at Wave 3). After statistical control of demographic covariates and comorbidities, childhood ADHD diagnosis predicted, by emerging adulthood, a greater stated preference for online social communication and a greater tendency to have used online methods to interact with strangers. A childhood diagnosis of ADHD also predicted observations of fewer Facebook friends and less closeness and support from Facebook friends in emerging adulthood. These associations were mediated by a composite of face-to-face peer relationship impairment during childhood and adolescence. Intriguingly, women with persistent diagnoses of ADHD from childhood to emerging adulthood differed from women with consistent comparison status in their online social communication; women with intermittent diagnoses of ADHD had scores intermediate between the other 2 groups. Results are discussed within the context of understanding the social relationships of women with childhood histories of ADHD.
Collapse
Affiliation(s)
| | | | - Shaikh I Ahmad
- Department of Psychology, University of California, Berkeley
| | | | | |
Collapse
|
33
|
Hafen CA, Ruzek EA, Gregory A, Allen JP, Mikami AY. Focusing on teacher-student interactions eliminates the negative impact of students' disruptive behavior on teacher perceptions. Int J Behav Dev 2015; 39:426-431. [PMID: 28148993 DOI: 10.1177/0165025415579455] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This study tests the impact of a randomly assigned professional development coaching intervention (MyTeachingPartner-Secondary; MTP-S) on teacher projections of their students' educational attainment. Results indicate that students who report more behavior problems in the Fall of the academic year are projected by teachers to have lower future educational attainment in the Spring of the academic year. However, analyses further indicate that participation in the MTP-S intervention moderates the association between Fall student behavior problems and teachers' Spring projections for student attainment, such that this link is not significant for students in classrooms where the teacher is participating in MTP-S. In fact, results indicate that teachers who participate in the intervention project better educational attainment for their students than teachers who are in a business-as-usual control condition, regardless of their students' behavior. Findings are discussed in terms of the role that interventions targeting classroom interactions may play in altering teachers' internal view of students, thus ultimately promoting adolescent development.
Collapse
|
34
|
Abstract
Item response theory (IRT) was separately applied to parent- and teacher-rated symptoms of attention-deficit/hyperactivity disorder (ADHD) from a pooled sample of 526 six- to twelve-year-old children with and without ADHD. The dimensional structure ADHD was first examined using confirmatory factor analyses, including the bifactor model. A general ADHD factor and two group factors, representing inattentive and hyperactive/impulsive dimensions, optimally fit the data. Using the graded response model, we estimated discrimination and location parameters and information functions for all 18 symptoms of ADHD. Parent- and teacher-rated symptoms demonstrated adequate discrimination and location values, although these estimates varied substantially. For parent ratings, the test information curve peaked between -2 and +2 SD, suggesting that ADHD symptoms exhibited excellent overall reliability at measuring children in the low to moderate range of the general ADHD factor, but not in the extreme ranges. Similar results emerged for teacher ratings, in which the peak range of measurement precision was from -1.40 to 1.90 SD Several symptoms were comparatively more informative than others; for example, is often easily distracted ("Distracted") was the most informative parent- and teacher-rated symptom across the latent trait continuum. Clinical implications for the assessment of ADHD as well as relevant considerations for future revisions to diagnostic criteria are discussed.
Collapse
Affiliation(s)
- James J Li
- University of Wisconsin, Madison, WI, USA
| | | | | | - Amori Yee Mikami
- University of British Columbia, Vancouver, British Columbia, Canada
| | - Steve S Lee
- University of California, Los Angeles, CA, USA
| |
Collapse
|
35
|
|
36
|
Cox DJ, Davis MT, Cox BS, Burket RC, Merkel RL, Mikami AY, Ford D. Quantifying the relationship between perceived consequences of ADHD medication and its usage. J Atten Disord 2015; 19:78-83. [PMID: 22912505 DOI: 10.1177/1087054712452913] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
OBJECTIVE To address a major barrier of medication noncompliance for individuals with ADHD, the authors present the ADHD Medication Attitude Scale (AMAS) with initial psychometric analyses and discriminant validity data. METHOD The AMAS was posted on ADHD websites, along with questions about demographics and medication usage over a 6-month period. A total of 356 ADHD respondents qualified for data analysis (160 males, 196 females, mean age = 18.58, years range = 13-62 years, SD = 6.07). RESULTS Factor analysis revealed two factors: one indicating positive and the other indicating negative attitude toward medication. The final refined 22-item scale demonstrated good reliability (α =.83). More positive and less negative attitude factor scores, as well as age (older than 19 years), independently predicted respondents' self-report of taking medication, χ(2) (1, N = 248) = 38.95, p < .001. CONCLUSION The AMAS is a psychometrically sound means of assessing attitudes toward ADHD medication, which significantly relate to self-reported medication usage.
Collapse
Affiliation(s)
- Daniel J Cox
- University of Virginia Health System, Charlottesville, VA, USA
| | | | - Brian S Cox
- Texas Transportation Institute, College Station, TX, USA
| | - Roger C Burket
- University of Virginia Health System, Charlottesville, VA, USA
| | | | | | | |
Collapse
|
37
|
Abstract
Children with attention-deficit/hyperactivity disorder (ADHD) have prominent social impairment, which is commonly manifested in unskilled behaviors in social situations and difficulties in being accepted and befriended by peers. This social impairment often remains after administration of medication and behavioral contingency management treatments that address the core symptoms of ADHD. This article reviews traditional social skills training (SST) approaches to remediating social impairment, and presents the evidence for their efficacy and significant limitations to their efficacy. The article introduces potential reasons why the efficacy of traditional SST may be limited, and concludes with some promising alternative SST approaches.
Collapse
Affiliation(s)
- Amori Yee Mikami
- Department of Psychology, University of British Columbia, 2136 West Mall, Vancouver, British Colombia V6T 1Z4, Canada.
| | - Mary Jia
- Department of Psychology, University of British Columbia, 2136 West Mall, Vancouver, British Colombia V6T 1Z4, Canada
| | - Jennifer Jiwon Na
- Department of Psychology, University of British Columbia, 2136 West Mall, Vancouver, British Colombia V6T 1Z4, Canada
| |
Collapse
|
38
|
Abstract
OBJECTIVE To explore the relationship between parental feedback and the accuracy of children's self-perceptions. Children with ADHD have been demonstrated to overestimate their own competence, a phenomenon known as positive illusory bias (PIB). METHOD Participants were families of 56 children (41 male) ages 7 to 10, half of whom had clinical diagnoses of ADHD. PIB was assessed by comparing children's self-ratings of their competence relative to teachers' ratings. Laboratory interactions were observed where parental feedback to children was coded. RESULTS Parental warmth was associated with lower PIB about social competence in children with ADHD, but greater PIB in comparison children. Parent criticism was positively correlated with greater PIB about social competence in children with ADHD, but the relationship was nonsignificant for comparison children. Parent praise was associated with lower PIB about behavioral conduct in comparison children. CONCLUSION Results support the self-protective hypothesis of PIB, and implications for interventions are discussed.
Collapse
|
39
|
|
40
|
Mikami AY, Chong GK, Saporito JM, Na JJ. Implications of parental affiliate stigma in families of children with ADHD. J Clin Child Adolesc Psychol 2014; 44:595-603. [PMID: 24697640 DOI: 10.1080/15374416.2014.888665] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
This study examined parents' perceptions/awareness and internalization of public courtesy stigma (affiliate stigma) about their children's inattentive and hyperactive/impulsive symptoms, and associations between parental affiliate stigma, parental negativity expressed toward the child, and child social functioning. Participants were families of 63 children (ages 6-10; 42 boys) with attention-deficit/hyperactivity disorder, assessed in a cross-sectional design. After statistical control of children's severity of inattentive and hyperactive/impulsive symptoms (as reported by parents and teachers), parents' self-reports of greater affiliate stigma were associated with more observed negative parenting. The associations between high parental affiliate stigma and children's poorer adult informant-rated social skills and greater observed aggression were partially mediated by increased parental negativity. As well, the positive association between children's adult informant-rated aggressive behavior and parental negativity was partially mediated by parents' increased affiliate stigma. Parental affiliate stigma about their children's inattentive and hyperactive/impulsive symptoms may have negative ramifications for parent-child interactions and children's social functioning. Clinical implications for parent training interventions are discussed.
Collapse
|
41
|
Lerner MD, Calhoun CD, Mikami AY, De Los Reyes A. Understanding parent-child social informant discrepancy in youth with high functioning autism spectrum disorders. J Autism Dev Disord 2013; 42:2680-92. [PMID: 22456819 DOI: 10.1007/s10803-012-1525-9] [Citation(s) in RCA: 61] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
We investigated discrepancies between parent- and self-reported social functioning among youth with autism spectrum disorders (ASD). Three distinct samples showed discrepancies indicating that parents viewed their children as performing one standard deviation below a standardization mean, while youth viewed themselves as comparably-skilled relative to peers. Discrepancies predicted lower parental self-efficacy, and lower youth-reported hostile attributions to peers, marginally-lower depression, and decreased post-treatment social anxiety. Discrepancies predicted outcomes better than parent- or youth-report alone. Informant discrepancies may provide valuable additional information regarding child psychopathology, parental perceptions of parenting stress, and youth treatment response. Findings support a model where abnormal self-perceptions in ASD stem from inflated imputation of subjective experiences to others, and provide direction for improving interventions for youth and parents.
Collapse
Affiliation(s)
- Matthew D Lerner
- Department of Psychology, University of Virginia, 102 Gilmer Hall, PO Box 400400, Charlottesville, VA 22904-4400, USA.
| | | | | | | |
Collapse
|
42
|
Lerner MD, Mikami AY. Correct effect size estimates for strength of association statistics: comment on Odgaard and Fowler (2010). J Consult Clin Psychol 2013; 81:190-1. [PMID: 23379268 DOI: 10.1037/a0030785] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Odgaard and Fowler (2010) articulated the importance of reporting confidence intervals (CIs) on effect size estimates, and they provided useful formulas for doing so. However, one of their reported formulas, pertaining to the calculation of CIs on strength of association effect sizes (e.g., R² or η²), is erroneous. This comment identifies the error and provides 2 accurate alternatives. An illustration is presented, and the importance of authors' specification of their chosen CI estimation formula is asserted.
Collapse
|
43
|
Mikami AY, Carpentieri-Pípolo V, Ventura MU. Resistance of maize landraces to the maize weevil Sitophilus zeamais Motsch. (Coleoptera: Curculionidae). Neotrop Entomol 2012; 41:404-408. [PMID: 23950091 DOI: 10.1007/s13744-012-0054-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/25/2011] [Accepted: 05/28/2012] [Indexed: 06/02/2023]
Abstract
The maize weevil Sitophilus zeamais Motsch. is an important pest of maize that attacks the grain both in the field and during storage. The damage caused by the maize weevil S. zeamais on maize landraces, Amarelo Antigo, Asteca, Caiano, Carioca, and Ferrinho, was evaluated by no-choice tests under laboratory conditions. The commercial varieties Sol da Manhã, BR 106, BR 451, and the synthetics PC 0203 and PC 9903 were evaluated for comparisons with the maize landraces. The parameters evaluated were susceptibility index, number of weevil progeny, development time, weevil progeny dry weight, and grain dry weight loss. The landraces were more susceptible to the maize weevil as compared to the commercial varieties. Based on the cluster analysis, two groups of susceptibility to the maize weevil were observed: one of more susceptible populations formed by local landraces and BR 451, and another less susceptible, with commercial varieties, synthetics, and the landrace Amarelo.
Collapse
Affiliation(s)
- A Y Mikami
- Depto de Agronomia, CCA, Univ Estadual de Londrina, CP 6001-86051-970, Londrina, PR, Brasil
| | | | | |
Collapse
|
44
|
Abstract
This study examined youths' friendships and posted pictures on social networking sites as predictors of changes in their adjustment over time. Observational, self-report, and peer report data were obtained from a community sample of 89 young adults interviewed at age 21 and again at age 22. Findings were consistent with a leveling effect for online friendships, predicting decreases in internalizing symptoms for youth with lower initial levels of social acceptance, but increases in symptoms for youth with higher initial levels over the following year. Across the entire sample, deviant behavior in posted photos predicted increases in young adults' problematic alcohol use over time. The importance of considering the interplay between online and offline social factors for predicting adjustment is discussed.
Collapse
Affiliation(s)
- David E Szwedo
- Department of Psychology, University of Virginia, PO Box 400400, Charlottesville, VA 22904-4400
| | | | | |
Collapse
|
45
|
Mikami AY, Griggs MS, Lerner MD, Emeh CC, Reuland MM, Jack A, Anthony MR. A randomized trial of a classroom intervention to increase peers' social inclusion of children with attention-deficit/hyperactivity disorder. J Consult Clin Psychol 2012; 81:100-12. [PMID: 22866680 DOI: 10.1037/a0029654] [Citation(s) in RCA: 76] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
OBJECTIVE Interventions for peer problems among children with attention-deficit/hyperactivity disorder (ADHD) typically focus on improving these children's behaviors. This study tested the proposition that an adjunctive component encouraging the peer group to be socially inclusive of children with ADHD would augment the efficacy of traditional interventions. METHOD Two interventions were compared: contingency management training (COMET), a traditional behavioral management treatment to improve socially competent behavior in children with ADHD, and Making Socially Accepting Inclusive Classrooms (MOSAIC), a novel treatment that supplemented behavioral management for children with ADHD with procedures training peers to be socially inclusive. Children ages 6.8-9.8 (24 with ADHD; 113 typically developing [TD]) attended a summer day program grouped into same-age, same-sex classrooms with previously unacquainted peers. Children with ADHD received both COMET and MOSAIC with a repeated measures crossover design. TD children provided sociometric information about the children with ADHD. RESULTS Whereas the level of behavior problems displayed by children with ADHD did not differ across treatment conditions, children with ADHD displayed improved sociometric preference and more reciprocated friendships, and received more positive messages from peers, when they were in MOSAIC relative to COMET. However, the beneficial effects of MOSAIC over COMET predominantly occurred for boys relative to girls. CONCLUSIONS Data support the concept that adjunctive procedures to increase the inclusiveness of the peer group may ameliorate peer problems among children with ADHD, and suggest the potential utility of modifying MOSAIC to be delivered in regular classroom settings.
Collapse
Affiliation(s)
- Amori Yee Mikami
- Department of Psychology, University of British Columbia, Vancouver, Canada.
| | | | | | | | | | | | | |
Collapse
|
46
|
Mikami AY, Lorenzi J. Gender and conduct problems predict peer functioning among children with attention-deficit/hyperactivity disorder. J Clin Child Adolesc Psychol 2012; 40:777-86. [PMID: 21916696 DOI: 10.1080/15374416.2011.597089] [Citation(s) in RCA: 36] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
Children with attention-deficit/hyperactivity disorder (ADHD) often have poor relationships with peers. However, research on this topic has predominantly focused on boys. This study considered child gender, ADHD status, and dimensionally assessed conduct problems as predictors of peer relationship difficulties. Participants were 125 children (ages 6-10; 67% male), 63 with clinical diagnoses of ADHD and 62 non-ADHD comparison youth. Conduct problems were reported by teachers and observed in a lab playgroup. Peer relationships were assessed by parent report, teacher report, and peer sociometric nominations in the playgroup. Results suggested that children with ADHD, as well as those with high conduct problems, displayed more impaired peer relationships than did comparison children and those with low conduct problems, but overall there were no gender differences in social functioning. However, statistical interactions appeared such that the negative impact of conduct problems on peer relationships was stronger for girls than for boys.
Collapse
|
47
|
Hafen CA, Allen JP, Mikami AY, Gregory A, Hamre B, Pianta RC. The pivotal role of adolescent autonomy in secondary school classrooms. J Youth Adolesc 2011; 41:245-55. [PMID: 22198156 DOI: 10.1007/s10964-011-9739-2] [Citation(s) in RCA: 58] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2011] [Accepted: 12/12/2011] [Indexed: 11/26/2022]
Abstract
Student engagement is an important contributor to school success, yet high school students routinely describe themselves as disengaged. Identifying factors that alter (increase) engagement is a key aspect of improving support for student achievement. This study investigated students' perceptions of autonomy, teacher connection, and academic competence as predictors of changes in student engagement within the classroom from the start to the end of a course. Participants were 578 (58% female) diverse (67.8% White, 25.2% African American, 5.1% Hispanic, 1.2% Asian American) high school students from 34 classrooms who provided questionnaire data both at the start and the end of a single course. Novel results from a cross-lagged model demonstrated that students who perceived their classrooms as allowing and encouraging their own autonomy in the first few weeks increased their engagement throughout the course, rather than the typical decline in engagement that was demonstrated by students in other classrooms. This finding is unique in that it extended to both students' perceptions of engagement and observations of student engagement, suggesting a fairly robust pattern. The pertinence of this finding to adolescent developmental needs and its relationship to educational practice is discussed.
Collapse
|
48
|
Griggs MS, Mikami AY. Parental attention-deficit/hyperactivity disorder predicts child and parent outcomes of parental friendship coaching treatment. J Am Acad Child Adolesc Psychiatry 2011; 50:1236-46. [PMID: 22115144 PMCID: PMC3233241 DOI: 10.1016/j.jaac.2011.08.004] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/24/2011] [Revised: 07/29/2011] [Accepted: 08/18/2011] [Indexed: 11/17/2022]
Abstract
OBJECTIVE This study investigated the impact of parental attention-deficit/hyperactivity disorder (ADHD) symptoms on the peer relationships and parent-child interaction outcomes of children with ADHD among families completing a randomized controlled trial of parental friendship coaching (PFC) relative to control families. METHOD Participants were 62 children with ADHD (42 boys and 20 girls, 6 through 10 years old) and their parents. Approximately half of the families received PFC (a 3-month parent training intervention targeting the peer relationships of children with ADHD), and the remainder represented a no-treatment control group. RESULTS Parental inattention predicted equivalent declines in children's peer acceptance in both treatment and control families. However, treatment amplified differences between parents with high versus low ADHD symptoms for some outcomes: Control families declined in functioning regardless of parents' symptom levels. However, high parental inattention predicted increased child peer rejection and high parental inattention and impulsivity predicted decreased parental facilitation among treated families (indicating reduced treatment response). Low parental symptoms among treated families were associated with improved functioning in these areas. For other outcomes, treatment attenuated differences between parents with high versus low ADHD symptoms: Among control parents, high parental impulsivity was associated with increasing criticism over time, whereas all treated parents showed reduced criticism regardless of symptom levels. Follow-up analyses indicated that the parents experiencing poor treatment response are likely those with clinical levels of ADHD symptoms. CONCLUSIONS Results underscore the need to consider parental ADHD in parent training treatments for children with ADHD.
Collapse
|
49
|
Szwedo DE, Mikami AY, Allen JP. Qualities of Peer Relations on Social Networking Websites: Predictions from Negative Mother-Teen Interactions. J Res Adolesc 2011; 21:595-607. [PMID: 21860584 PMCID: PMC3158584 DOI: 10.1111/j.1532-7795.2010.00692.x] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
This study examined associations between characteristics of teenagers' relationships with their mothers and their later socializing behavior and peer relationship quality online. At age 13, teenagers and their mothers participated in an interaction in which mothers' and adolescents' behavior undermining autonomy and relatedness was observed, and indicators of teens' depressive symptoms and social anxiety were assessed. At age 20, youth self-reported on their online behaviors, youths' social networking webpages were observationally coded to assess peer relationship quality online, and symptoms of depression and social anxiety were reassessed. Results suggested that problematic mother-teen relationships were predictive of youths' later preference for online communication and greater likelihood of forming a friendship with someone met online, yet poorer quality in online relationships. Findings are discussed within a developmental framework suggesting the importance of considering youths' family interactions during early adolescence as predictors of future online socializing behavior and online interactions with peers.
Collapse
Affiliation(s)
- David E Szwedo
- Department of Psychology, University of Virginia, P.O. Box 400400, Charlottesville, VA 22904-4400
| | | | | |
Collapse
|
50
|
Allen JP, Pianta RC, Gregory A, Mikami AY, Lun J. An interaction-based approach to enhancing secondary school instruction and student achievement. Science 2011; 333:1034-7. [PMID: 21852503 DOI: 10.1126/science.1207998] [Citation(s) in RCA: 312] [Impact Index Per Article: 24.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022]
Abstract
Improving teaching quality is widely recognized as critical to addressing deficiencies in secondary school education, yet the field has struggled to identify rigorously evaluated teacher-development approaches that can produce reliable gains in student achievement. A randomized controlled trial of My Teaching Partner-Secondary--a Web-mediated approach focused on improving teacher-student interactions in the classroom--examined the efficacy of the approach in improving teacher quality and student achievement with 78 secondary school teachers and 2237 students. The intervention produced substantial gains in measured student achievement in the year following its completion, equivalent to moving the average student from the 50th to the 59th percentile in achievement test scores. Gains appeared to be mediated by changes in teacher-student interaction qualities targeted by the intervention.
Collapse
Affiliation(s)
- Joseph P Allen
- Department of Psychology, University of Virginia, Box 400400, Charlottesville, VA 22904-4400, USA.
| | | | | | | | | |
Collapse
|