ADHD boys' behavior during structured classroom social activities: Effects of social demands, teacher proximity, and methylphenidate

D. A. Granger, C. K. Whalen, B. Henker, C. Cantwell

Research output: Contribution to journalArticlepeer-review

7 Scopus citations

Abstract

Examined effects of contextual factors on classroom social behaviors of 26 boys with attention-deficit/hyperactivity disorder (ADHD) vs. 23 normal peers, ages 6-13. Also explored methylphenidate dosage effects (placebo, 0.3 mg/kg, 0.6 mg/kg) using alternate forms of a group project task at each dosage. Degree of social challenge was varied systematically in an embedded 2x2 design by crossing social demands (independent vs. mutual) with teacher availability (proximal vs. distal). Findings revealed (a) medication-related improvement in appropriate, noncompliant, and aggressive behaviors; (b) a subtle, age-related disengagement in some ADHD boys at the higher dosage; (c) complex interactions between context, age, and aggressive-nonaggressive subtype; (d) negative social catalytic effects on normal peers; and (e) partial behavioral normalization when boys with ADHD take medication.

Original languageEnglish (US)
Pages (from-to)16-30
Number of pages15
JournalJournal of Attention Disorders
Volume1
Issue number1
DOIs
StatePublished - Apr 1996

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Clinical Psychology

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