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

Pennsylvania State University

C.K. Whalen

the University of California, Irvine

B. Henker

the University of California, Los Angeles

C. Cantwell

University of California, Berkeley

Douglas A. Granger

Carol K. Whalen

Barbara Henker

Coleen Cantwell

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 2 x 2 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.

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