Treatment of friendship problems in children with attention-deficit/hyperactivity disorder: Initial results from a randomized clinical trial.

Mikami, Amori Yee; Normand, Sébastien; Hudec, Kristen L.; Guiet, Joanna; Na, Jennifer Jiwon; Smit, Sophie; Khalis, Adri; Maisonneuve, Marie-France

doi:10.1037/ccp0000607

Cited by 19 publications

(13 citation statements)

References 43 publications

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“…Participants were 164 children with ADHD (referred to as ‘target children’), all of whom were taking part in a clinical trial evaluating interventions for friendship problems (see Mikami et al., 2020, for more details). Data in the present study were collected before participants’ randomization to intervention conditions and receipt of treatment.…”

Section: Methodsmentioning

confidence: 99%

“…See Mikami et al. (2020) for full details. This study was approved by the institutional review boards at both sites.…”

Section: Methodsmentioning

confidence: 99%

“…The majority of children with ADHD experience significant friendship problems, including being more often friendless, forming lower‐quality and shorter friendships, and befriending peers with more behavioral problems than do typically developing children (see Gardner & Gerdes, 2015, for a review). These friendship problems often remain stable over time and are resistant to treatments currently available (Gardner & Gerdes, 2015; Mikami et al., 2020). Observational studies using macrolevel analyses (i.e., global ratings) or behavioral frequencies/proportions suggest that children with ADHD are less sensitive to their friends’ needs and preferences, and tend to act more based on their own interests, to be more controlling, and to violate game rules more often than typically developing children (Normand et al., 2011).…”

Section: Introductionmentioning

confidence: 99%

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Peer contagion dynamics in the friendships of children with ADHD

Normand

Lambert

Guiet

et al. 2022

Child Psychology Psychiatry

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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 fastpaced, 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.

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Section: Methodsmentioning

confidence: 99%

“…See Mikami et al. (2020) for full details. This study was approved by the institutional review boards at both sites.…”

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Peer contagion dynamics in the friendships of children with ADHD

Normand

Lambert

Guiet

et al. 2022

Child Psychology Psychiatry

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“…Participants were 165 target children with ADHD (33% girls), taking part in a clinical trial evaluating interventions for peer problems (Mikami et al, 2019). All data collection for the present study occurred before participants were randomized to intervention conditions or began treatment.…”

Section: Methodsmentioning

confidence: 99%

“…Full details about the procedure are in (Mikami et al, 2019). This study was approved by the institutional review boards at both sites.…”

Section: Methodsmentioning

confidence: 99%

A Multiple Indicators Multiple Causes (MIMIC) model of friendship quality and comorbidities in children with attention-deficit/hyperactivity disorder.

Normand¹,

Mikami²,

Savalei³

et al. 2020

Psychological Assessment

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The unique objectives of the current investigation were: (a) to assess the fit of a multiinformant 2-factor measurement model of friendship quality in a clinical sample of children with attention-deficit/ hyperactivity disorder (ADHD); and (b) to use a multiple indicators multiple causes approach to evaluate whether comorbid externalizing and internalizing disorders incrementally predict levels of positive and negative friendship quality. Our sample included 165 target children diagnosed with ADHD (33% girls; aged 6 -11 years). Target children, their parents, their friends, and the parents of their friends independently completed a self-report measure of friendship quality about the reciprocated friendship between the target child and the friend. Results indicated that a multiinformant 2-factor measurement model with correlated positive friendship quality and negative friendship quality had good fit. The friendships of children with ADHD and a comorbid externalizing disorder were characterized by less positive friendship quality and more negative friendship quality than the friendships of children with ADHD and no externalizing disorder after controlling for the presence of a comorbid internalizing disorder. However, the presence of a comorbid internalizing disorder did not predict positive or negative friendship quality. These findings suggest that soliciting reports from parents in addition to children and friends, and measuring comorbid externalizing disorders, may be valuable evidence-based strategies when assessing friendship quality in ADHD populations. Public Significance StatementThis study suggests that the friendship quality of children with attention-deficit/hyperactivity disorder is characterized by global dimensions of positive and negative friendship features, such as companionship and conflict. Soliciting reports from parents in addition to children and friends, and measuring associated oppositional and conduct problems, may represent valuable science-based strategies when assessing friendship quality in children with attention-deficit/hyperactivity disorder.

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Sustained improvements by behavioural parent training for children with attention‐deficit/hyperactivity disorder: A meta‐analytic review of longer‐term child and parental outcomes

Doffer,

Dekkers,

Hornstra

et al. 2023

JCPP Advances

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BackgroundBehavioural parent training is an evidence‐based intervention for children with attention‐deficit/hyperactivity disorder (ADHD), but little is known about the extent to which initial benefits are maintained.AimsThis meta‐analytic review investigated longer‐term (i.e., more than 2 months post‐intervention) child and parental outcomes of behavioural parent training for children with ADHD.Materials & MethodsWe searched for randomized controlled trials and examined ADHD symptoms, behavioural problems, positive parenting, negative parenting, parenting sense of competence, parent‐child relationship quality, and parental mental health as outcomes. We included 27 studies (31 interventions; 217 effect sizes), used multilevel random‐effects meta‐analyses for between‐ and within‐group comparisons (pre‐intervention to follow‐up and post‐intervention to follow‐up), and explored twelve predictors of change.ResultsBetween pre‐intervention and follow‐up (M = 5.3 months), we found significant small‐to‐moderate between‐group effects of the intervention on ADHD symptoms, behavioural problems, positive parenting, parenting sense of competence and parent‐child relationship quality. Within‐group findings show sustained improvements in the intervention conditions for all outcome domains. There were few significant changes from post‐intervention to follow‐up. Additionally, the large majority of the individual effect sizes indicated sustained outcomes from post‐intervention to follow‐up. There were seven significant predictors of change in child outcomes, including stronger reductions in ADHD symptoms of girls and behaviour problems of younger children. In contrast with some meta‐analyses on short‐term effects, we found no differences between masked and unmasked outcomes on ADHD symptoms at follow‐up.Discussion & ConclusionWe conclude that behavioural parent training has longer‐term benefits for children's ADHD symptoms and behavioural problems, and for positive parenting behaviours, parenting sense of competence and quality of the parent‐child relationship.

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Treatment of friendship problems in children with attention-deficit/hyperactivity disorder: Initial results from a randomized clinical trial.

Cited by 19 publications

References 43 publications

Peer contagion dynamics in the friendships of children with ADHD

Peer contagion dynamics in the friendships of children with ADHD

A Multiple Indicators Multiple Causes (MIMIC) model of friendship quality and comorbidities in children with attention-deficit/hyperactivity disorder.

Sustained improvements by behavioural parent training for children with attention‐deficit/hyperactivity disorder: A meta‐analytic review of longer‐term child and parental outcomes

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