Journal of Attention Disorders

This study investigated the relationship of internalizing symptoms to impairments in academic and social functioning among 125 elementary school children diagnosed with Attention-Deficit/ Hyperactivity Disorder (ADHD). Anxiety and depression were assessed using both child and parent reports, and a multimethod battery was employed to assess academic and social functioning. Internalizing symptoms generally were not related to academic functioning, although parent-reported depression was related to parent-reported homework problems. Overall, social functioning was correlated significantly with anxiety and depression when examined both within and across informants. The findings were consistent with a tripartite model of internalizing symptoms in demonstrating that a broad-band internalizing construct as well as the narrow-band constructs of anxiety and depression each demonstrated an association with level of social functioning. The results are discussed in relation to studies examining the association between anxiety and antisocial behavior in children.

This study examined differences in sport behavior between boys with and without AttentionDeficit/Hyperactivity Disorder (ADHD). Sport behavior was measured by parent-report on the Sports Behavior Checklist (SBC). The SBC assessed which sports the child had participated in, length of participation, aggression, emotional reactivity, frequency of injury, and frequency of disqualification across both team and individual sports settings. Results from the study showed that boys with ADHD displayed higher levels of aggression, emotional reactivity, and disqualification than did their non-ADHD peers. Additionally, both groups of boys displayed higher levels of aggression, emotional reactivity, and injury in team sports compared to individual sports. Practical implications for the parents of ADHD boys involved in sports are discussed. Results are also considered with respect to current theories of ADHD.

In a study of the degree to which theoretical understanding of ADHD as a disorder of executive function influences school-based intervention, the most commonly used curricular materials produced and distributed for use with ADHD students were reviewed. In addition, school psychologists were surveyed regarding typical intervention practices. School psychologists reported infrequent use of general practices designed to systematically improve executive functions in contextually relevant ways. Similarly, commonly used curricular materials for students with ADHD include rare references to general executive function interventions through everyday routines. Although school psychologists reported use of both contingency and antecedent management approaches, the curricular materials reviewed reveal considerably greater emphasis on contingency management procedures, which are generally not consistent with an executive function orientation and are contrary to the growing body of literature suggesting that individuals with frontal lobe impairment have difficulty learning from consequences. It appears that despite growing understanding of ADHD as a disorder of executive function, intervention approaches are not largely influenced by this theoretical framework.

Attention-Deficit/Hyperactivity Disorder (ADHD) produces significant negative consequences for children, thus often requiring treatment. Although efficacious treatments exist for ADHD, effectiveness results often vary. One important variable associated with treatment effectiveness is treatment acceptability, because it is commonly related to treatment adherence. Although previous studies have been conducted regarding acceptability of ADHD interventions, much of the research has not utilized actual consumers of the interventions. Therefore, this study examined the acceptability of medication and behavioral treatments among parents of children with ADHD (actual consumers) and without ADHD (potential consumers). Sixty parents were randomly assigned to three experimental conditions (behavioral treatment, medication, and combination of both) and asked to evaluate the acceptability of all three treatments via the Treatment Evaluation Inventory (TEI). Results revealed significant differences between parents of children with ADHD and parents of children without ADHD for all three treatment options. These results demonstrate that important differences exist between potential and actual consumers' views of ADHD interventions.