1991 — 1993 |
Hoza, Betsy |
R29Activity Code Description: Undocumented code - click on the grant title for more information. |
Cognitive Motivational Factors in Adhd Children @ University of Pittsburgh At Pittsburgh
A domain-specific approach is proposed to examine the cognitive/motivational processes of children with Attention Deficit Hyperactivity Disorder (ADHD), relative to control children. These studies are unique in three ways. First, they comprise the-first comprehensive comparison of cognitive/motivational variables in ADHD vs. normal children. They examine these cognitive/ motivational variables by applying a model of achievement motivation from the developmental literature (Dweck & Leggett, 1988) to a major form of childhood psychopathology--ADHD. Second, they are the first to examine the domain specificity of motivational processes by examining multiple domains of functioning (academic, social) within a single sample of children, while holding subject variables constant. Third, they are the first studies of which we are aware to apply structural modeling techniques to a longitudinal data set in order to evaluate simultaneously the effects of codiagnoses and cognitive/motivational factors on academic and social outcomes of ADHD children. Using this unique approach, three studies are proposed that, as a group, examine: (1) whether ADHD and matched control children differ in their self-perceptions, attributions/control beliefs, and theories of personal attributes, in a domain-specific manner, (2) whether individual difference variables, e.g., goal orientation, self-perceptions, can predict task persistence, post-performance self-evaluations, and post-performance attributions on academic and social tasks in a laboratory setting; (3) whether for both ADHD and normal children, the effects of failure become more pronounced with increasing age; (4) whether patterns of prediction differ for ADHD children with different codiagnoses; and (5) whether information regarding codiagnoses, combined with cognitive/motivational and self-perception variables, can predict academic achievement and social adjustment over time. Examination of these issues may shed important light on our understanding of ADHD.
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0.961 |
1994 — 1995 |
Hoza, Betsy |
R29Activity Code Description: Undocumented code - click on the grant title for more information. |
Cognitive Motivational Factors in Adhd @ University of Pittsburgh At Pittsburgh
A domain-specific approach is proposed to examine the cognitive/motivational processes of children with Attention Deficit Hyperactivity Disorder (ADHD), relative to control children. These studies are unique in three ways. First, they comprise the-first comprehensive comparison of cognitive/motivational variables in ADHD vs. normal children. They examine these cognitive/ motivational variables by applying a model of achievement motivation from the developmental literature (Dweck & Leggett, 1988) to a major form of childhood psychopathology--ADHD. Second, they are the first to examine the domain specificity of motivational processes by examining multiple domains of functioning (academic, social) within a single sample of children, while holding subject variables constant. Third, they are the first studies of which we are aware to apply structural modeling techniques to a longitudinal data set in order to evaluate simultaneously the effects of codiagnoses and cognitive/motivational factors on academic and social outcomes of ADHD children. Using this unique approach, three studies are proposed that, as a group, examine: (1) whether ADHD and matched control children differ in their self-perceptions, attributions/control beliefs, and theories of personal attributes, in a domain-specific manner, (2) whether individual difference variables, e.g., goal orientation, self-perceptions, can predict task persistence, post-performance self-evaluations, and post-performance attributions on academic and social tasks in a laboratory setting; (3) whether for both ADHD and normal children, the effects of failure become more pronounced with increasing age; (4) whether patterns of prediction differ for ADHD children with different codiagnoses; and (5) whether information regarding codiagnoses, combined with cognitive/motivational and self-perception variables, can predict academic achievement and social adjustment over time. Examination of these issues may shed important light on our understanding of ADHD.
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1 |
2001 — 2002 |
Hoza, Betsy |
R01Activity Code Description: To support a discrete, specified, circumscribed project to be performed by the named investigator(s) in an area representing his or her specific interest and competencies. |
Peer Variables as Predictors of Adhd Children's Outcomes @ Purdue University West Lafayette
DESCRIPTION (provided by applicant): Using peer sociometric data collected on a large, international (U.S. and Canada) sample of clinically diagnosed 7 to 9 year-old Attention-Deficit/Hyperactivity Disordered (ADHD) children, a detailed analysis of the peer problems of ADHD children will be conducted. The participants will be a subgroup of children participating in the NIMH collaborative Multimodal Treatment Study of Children with ADHD (MTA) at each of three time points (ADHD ns = 171, 301, and 252, at baseline, 14 months, and 24 months, respectively) and their classmates (1,487 total children at baseline; 2,555 at 14 months; and 2,258 at 24 months). A developmental psychopathology perspective will be employed in that the ADHD children will be compared to their classmates in the natural school environment on indices of peer rejection, dyadic friendships, peer network measures, and exploratory measures of social acuity. In addition, peer variables will be considered as predictors, moderators and mediators of treatment response and follow-up outcomes. Using this approach, the following specific aims will be addressed: (1) to comprehensively describe the peer problems of ADHD children in order to better understand the nature of ADHD children's social difficulties, and to identify peer variables that may serve as important risk or protective factors (moderators); (2) to examine how state-of the-art, empirically-supported treatments for ADHD (medication, behavior therapy, combined treatment) compare to each other and to community standard treatments in terms of alleviating the peer problems of ADHD children; (3) to examine the extent to which peer variables assist in the prediction of who will respond to each of several treatments for ADHD; (4) to examine the extent to which peer rejection and deviant peer association, persisting at treatment termination, constitute risk factors for more serious problems at a subsequent follow-up assessment; (5) to consider whether involvement with a deviant peer network just prior to early adolescence (when children are aged 9-11) explains (mediates) the relationship between ineffective parenting and child oppositionality at prior time points, and later conduct problems, delinquency, academic achievement, and substance use. By addressing these goals using an existing data set, they can be accomplished for a small fraction of the cost of a new study.
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1 |
2004 — 2007 |
Hoza, Betsy |
R01Activity Code Description: To support a discrete, specified, circumscribed project to be performed by the named investigator(s) in an area representing his or her specific interest and competencies. |
Positive Illusions in Adhd: Processes and Consequences @ Purdue University West Lafayette
DESCRIPTION (provided by investigator): We propose three studies, collectively aimed at elucidating the processes underlying ADHD children's positive illusory self-perceptions, and the consequences of childhood positive illusory thinking for young adult adjustment. Two hundred 8-11 year old combined or hyperactive/impulsive type ADHD children, and 100 control children of similar age and gender distribution (half recruited at each of two sites), will participate in Studies 1 and 2. Study 1 is geared at understanding (a) whether the self-perceptions of ADHD children can be made more accurate by using potent motivators for accuracy; and (b) whether any improvements obtained through the use of these motivators "normalize" the self-perceptions of ADHD children in comparison to controls. The goal of Study 2 is to better understand the processes underlying ADHD children's self-perceptions in the academic and social domains. Here we examine the extent to which a lack of attention to, and underutilization of, feedback explains the positive illusory thinking style of ADHD children. Given the cognitive and executive functioning deficits associated with ADHD, as well as its high comorbidity with ODD, CD, anxiety, and other disorders, we consider also whether these cognitive impairments and comorbid problems relate to positive illusions in ADHD children. Finally, Study 3 involves a different sample of 179+ young adults who were treated for ADHD in childhood, and, as children, participated in a study of self-perceptions. We examine the predictive relations between positive illusory selfperceptions, measured in middle childhood, and later indices of maladjustment in five domains, measured in young adulthood, after controlling for initial severity of childhood behavior problems.
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1 |
2009 — 2013 |
Green, John T (co-PI) [⬀] Hoza, Betsy |
R01Activity Code Description: To support a discrete, specified, circumscribed project to be performed by the named investigator(s) in an area representing his or her specific interest and competencies. |
A Translational Approach to Evaluating the Effects of Physical Activity On Adhd @ University of Vermont & St Agric College
DESCRIPTION (provided by applicant): Even though the exact etiological mechanisms are not yet known, there is almost universal agreement that Attention-Deficit/Hyperactivity Disorder (ADHD) is a biologically-based disorder, involving impaired self- regulation and producing cognitive, motor, social and behavioral consequences. Evidence-based treatments for ADHD focus on reducing symptoms and impairments of the disorder either through pharmacological means, the use of behavioral therapy, or both. Effects from these treatments are difficult to maintain over time (Jensen et al., 2007), and behavioral treatments are viewed as burdensome to implement by some parents and teachers. Furthermore, despite its established efficacy, pharmacological intervention is controversial in society and is viewed as unacceptable to some families. Thus, the need for additional interventions, particularly those with the potential to offer new options to families and to address ADHD symptoms at the level of brain processes, remains pressing. Towards this end, we pursue an exciting new frontier in ADHD research involving the application of an aerobic physical activity intervention for addressing the disorder, as well as its associated impairments. We approach this goal from an interdisciplinary perspective, combining expertise in neuroscience, kinesiology and both biobehavioral and clinical psychology. Importantly, our preliminary work that is based both on a rodent model of ADHD and on human work with children suggests that aerobic physical activity reduces symptoms characteristic of ADHD. Therefore, we adopt a translational strategy, including both human and animal studies, to address five specific aims: First, we examine the effect of aerobic physical activity on hyperactivity/impulsivity and inattention as well as cognitive, motor, behavioral, and social functioning in young children (ages 5-8 yrs.) and young rats (approximately 40 days old) selected for the presence of ADHD or ADHD-like symptoms, respectively. Second, we examine the minimal length of physical activity intervention required to produce an effect. Third, we examine the persistence of these effects. Fourth, through animal work, we examine the most likely neural plasticity mechanisms that may underlie the effects of physical activity on hyperactivity/impulsivity and inattention through analysis of hippocampal neurogenesis and brain derived neurotrophic factor levels.
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0.961 |