ADHD Subtype Differences in Motivational Responsivity but not Inhibitory Control: Evidence From a Reward-Based Variation of the Stop Signal Paradigm / Cynthia L. HUANG-POLLOCK in Journal of Clinical Child & Adolescent Psychology, 36-2 (April-June 2007)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 36-2 (April-June 2007) . - p.127-136 Titre : ADHD Subtype Differences in Motivational Responsivity but not Inhibitory Control: Evidence From a Reward-Based Variation of the Stop Signal Paradigm Type de document : texte imprimé Auteurs : Cynthia L. HUANG-POLLOCK, Auteur ; Amori Yee MIKAMI, Auteur ; Linda J. PFIFFNER, Auteur ; Keith MCBURNETT, Auteur Année de publication : 2007 Article en page(s) : p.127-136 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In this study we examined prepotent motor inhibition and responsiveness to reward using a variation of the stop signal reaction time (SSRT) task in clinic- and community-recruited children ages 7 to 12 with attention-deficit/hyperactivity disorder—inattentive type (ADHD—I), ADHD—combined type (ADHD—C), and non-ADHD controls. Contrary to theoretical expectations, we found evidence for inhibitory weaknesses in ADHD—I. We also found evidence that although children with ADHD—I were able to improve their inhibitory control given reward-based motivation, the improvement depended on the order of reward conditions. Results suggest that the 2 primary subtypes of ADHD share similar neuropsychological weaknesses in inhibitory control but that there are subtype differences in response to success and failure that contribute to a child's ultimate level of performance. En ligne : http://dx.doi.org/10.1080/15374410701274124 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144 [article] ADHD Subtype Differences in Motivational Responsivity but not Inhibitory Control: Evidence From a Reward-Based Variation of the Stop Signal Paradigm [texte imprimé] / Cynthia L. HUANG-POLLOCK, Auteur ; Amori Yee MIKAMI, Auteur ; Linda J. PFIFFNER, Auteur ; Keith MCBURNETT, Auteur . - 2007 . - p.127-136. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 36-2 (April-June 2007) . - p.127-136 Index. décimale : PER Périodiques Résumé : In this study we examined prepotent motor inhibition and responsiveness to reward using a variation of the stop signal reaction time (SSRT) task in clinic- and community-recruited children ages 7 to 12 with attention-deficit/hyperactivity disorder—inattentive type (ADHD—I), ADHD—combined type (ADHD—C), and non-ADHD controls. Contrary to theoretical expectations, we found evidence for inhibitory weaknesses in ADHD—I. We also found evidence that although children with ADHD—I were able to improve their inhibitory control given reward-based motivation, the improvement depended on the order of reward conditions. Results suggest that the 2 primary subtypes of ADHD share similar neuropsychological weaknesses in inhibitory control but that there are subtype differences in response to success and failure that contribute to a child's ultimate level of performance. En ligne : http://dx.doi.org/10.1080/15374410701274124 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144

Attention-Deficit/Hyperactivity Disorder / Amori Yee MIKAMI

Public ISBD contenu dans Social Behavior and Skills in Children / Johnny L. MATSON Titre : Attention-Deficit/Hyperactivity Disorder Type de document : texte imprimé Auteurs : Amori Yee MIKAMI, Auteur ; Allison JACK, Auteur ; Matthew D. LERNER, Auteur Année de publication : 2009 Importance : p.159-185 Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=944 contenu dans Social Behavior and Skills in Children / Johnny L. MATSON Attention-Deficit/Hyperactivity Disorder [texte imprimé] / Amori Yee MIKAMI, Auteur ; Allison JACK, Auteur ; Matthew D. LERNER, Auteur . - 2009 . - p.159-185. Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=944

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Gender and Conduct Problems Predict Peer Functioning Among Children with Attention-Deficit/Hyperactivity Disorder / Amori Yee MIKAMI in Journal of Clinical Child & Adolescent Psychology, 40-5 (September-October 2011)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 40-5 (September-October 2011) . - p.777-786 Titre : Gender and Conduct Problems Predict Peer Functioning Among Children with Attention-Deficit/Hyperactivity Disorder Type de document : texte imprimé Auteurs : Amori Yee MIKAMI, Auteur ; Jill LORENZI, Auteur Année de publication : 2011 Article en page(s) : p.777-786 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children with attention-deficit/hyperactivity disorder (ADHD) often have poor relationships with peers. However, research on this topic has predominantly focused on boys. This study considered child gender, ADHD status, and dimensionally assessed conduct problems as predictors of peer relationship difficulties. Participants were 125 children (ages 6–10; 67% male), 63 with clinical diagnoses of ADHD and 62 non-ADHD comparison youth. Conduct problems were reported by teachers and observed in a lab playgroup. Peer relationships were assessed by parent report, teacher report, and peer sociometric nominations in the playgroup. Results suggested that children with ADHD, as well as those with high conduct problems, displayed more impaired peer relationships than did comparison children and those with low conduct problems, but overall there were no gender differences in social functioning. However, statistical interactions appeared such that the negative impact of conduct problems on peer relationships was stronger for girls than for boys. En ligne : http://dx.doi.org/10.1080/15374416.2011.597089 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142 [article] Gender and Conduct Problems Predict Peer Functioning Among Children with Attention-Deficit/Hyperactivity Disorder [texte imprimé] / Amori Yee MIKAMI, Auteur ; Jill LORENZI, Auteur . - 2011 . - p.777-786. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 40-5 (September-October 2011) . - p.777-786 Index. décimale : PER Périodiques Résumé : Children with attention-deficit/hyperactivity disorder (ADHD) often have poor relationships with peers. However, research on this topic has predominantly focused on boys. This study considered child gender, ADHD status, and dimensionally assessed conduct problems as predictors of peer relationship difficulties. Participants were 125 children (ages 6–10; 67% male), 63 with clinical diagnoses of ADHD and 62 non-ADHD comparison youth. Conduct problems were reported by teachers and observed in a lab playgroup. Peer relationships were assessed by parent report, teacher report, and peer sociometric nominations in the playgroup. Results suggested that children with ADHD, as well as those with high conduct problems, displayed more impaired peer relationships than did comparison children and those with low conduct problems, but overall there were no gender differences in social functioning. However, statistical interactions appeared such that the negative impact of conduct problems on peer relationships was stronger for girls than for boys. En ligne : http://dx.doi.org/10.1080/15374416.2011.597089 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142

Implications of cooccurring ADHD for the cognitive behavioural treatment of anxiety in autistic children / Elise NG-CORDELL in Journal of Child Psychology and Psychiatry, 66-12 (December 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-12 (December 2025) . - p.1784-1794 Titre : Implications of cooccurring ADHD for the cognitive behavioural treatment of anxiety in autistic children Type de document : texte imprimé Auteurs : Elise NG-CORDELL, Auteur ; Eric A. STORCH, Auteur ; Philip C. KENDALL, Auteur ; Jeffrey J. WOOD, Auteur ; Amori Yee MIKAMI, Auteur ; Connor M. KERNS, Auteur Article en page(s) : p.1784-1794 Langues : Anglais (eng) Mots-clés : Autism  attention deficit/hyperactivity disorder  anxiety  cognitive behavioural therapy Index. décimale : PER Périodiques Résumé : Background Childhood mental health conditions commonly cooccur, with potential treatment implications. Autistic children frequently experience anxiety and attention deficit/hyperactivity disorder (ADHD). We investigated the implications of this cooccurrence for Cognitive Behavioural Therapy (CBT), a front-line treatment for anxiety in autistic children. We tested whether (1) ADHD predicts anxiety treatment response, (2) ADHD improves in response to anxiety treatment and (3) ADHD improvement is related to reductions in anxiety. Method Autistic children with elevated anxiety (N?=?167) enrolled in a multisite, randomised controlled trial comparing standard CBT, autism-adapted CBT and treatment as usual. ADHD symptoms and severity were assessed via a parent-report questionnaire and clinical interview, respectively. Linear regressions (questions 1 and 2) and linear mixed models (question 3) were conducted with adjustments for multiple comparisons. Results Participants meeting diagnostic criteria for ADHD (62%) had greater pretreatment anxiety severity and anxiety-related functional impairment, particularly at school. ADHD did not moderate anxiety response following CBT. Receiving CBT (standard or adapted) predicted reduction in evaluator-rated ADHD severity, but not parent-reported symptoms. Reduction in anxiety severity predicted reduction in ADHD symptoms and severity. Conclusions Existing CBT programmes are suitable for treating anxiety in autistic children with cooccurring ADHD. Future research should identify mechanisms through which CBT for anxiety also mitigates ADHD, with the aim of improving treatment precision and effectiveness. En ligne : https://doi.org/10.1111/jcpp.70010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=572 [article] Implications of cooccurring ADHD for the cognitive behavioural treatment of anxiety in autistic children [texte imprimé] / Elise NG-CORDELL, Auteur ; Eric A. STORCH, Auteur ; Philip C. KENDALL, Auteur ; Jeffrey J. WOOD, Auteur ; Amori Yee MIKAMI, Auteur ; Connor M. KERNS, Auteur . - p.1784-1794. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-12 (December 2025) . - p.1784-1794 Mots-clés : Autism  attention deficit/hyperactivity disorder  anxiety  cognitive behavioural therapy Index. décimale : PER Périodiques Résumé : Background Childhood mental health conditions commonly cooccur, with potential treatment implications. Autistic children frequently experience anxiety and attention deficit/hyperactivity disorder (ADHD). We investigated the implications of this cooccurrence for Cognitive Behavioural Therapy (CBT), a front-line treatment for anxiety in autistic children. We tested whether (1) ADHD predicts anxiety treatment response, (2) ADHD improves in response to anxiety treatment and (3) ADHD improvement is related to reductions in anxiety. Method Autistic children with elevated anxiety (N?=?167) enrolled in a multisite, randomised controlled trial comparing standard CBT, autism-adapted CBT and treatment as usual. ADHD symptoms and severity were assessed via a parent-report questionnaire and clinical interview, respectively. Linear regressions (questions 1 and 2) and linear mixed models (question 3) were conducted with adjustments for multiple comparisons. Results Participants meeting diagnostic criteria for ADHD (62%) had greater pretreatment anxiety severity and anxiety-related functional impairment, particularly at school. ADHD did not moderate anxiety response following CBT. Receiving CBT (standard or adapted) predicted reduction in evaluator-rated ADHD severity, but not parent-reported symptoms. Reduction in anxiety severity predicted reduction in ADHD symptoms and severity. Conclusions Existing CBT programmes are suitable for treating anxiety in autistic children with cooccurring ADHD. Future research should identify mechanisms through which CBT for anxiety also mitigates ADHD, with the aim of improving treatment precision and effectiveness. En ligne : https://doi.org/10.1111/jcpp.70010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=572

Peer contagion dynamics in the friendships of children with ADHD / Sébastien NORMAND in Journal of Child Psychology and Psychiatry, 63-12 (December 2022)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 63-12 (December 2022) . - p.1477-1485 Titre : Peer contagion dynamics in the friendships of children with ADHD Type de document : texte imprimé Auteurs : Sébastien NORMAND, Auteur ; Maude LAMBERT, Auteur ; Joanna GUIET, Auteur ; Mara BRENDGEN, Auteur ; Roger BAKEMAN, Auteur ; Amori Yee MIKAMI, Auteur Article en page(s) : p.1477-1485 Langues : Anglais (eng) Mots-clés : Child  Male  Humans  Female  Friends/psychology  Attention Deficit Disorder with Hyperactivity/psychology  Interpersonal Relations  Peer Group  Aggression  Attention-deficit/hyperactivity disorder  coercive joining  dyadic mutuality  peer contagion  sequential analysis Index. décimale : PER Périodiques Résumé : 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 fast-paced, 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. En ligne : http://dx.doi.org/10.1111/jcpp.13597 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490 [article] Peer contagion dynamics in the friendships of children with ADHD [texte imprimé] / Sébastien NORMAND, Auteur ; Maude LAMBERT, Auteur ; Joanna GUIET, Auteur ; Mara BRENDGEN, Auteur ; Roger BAKEMAN, Auteur ; Amori Yee MIKAMI, Auteur . - p.1477-1485. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 63-12 (December 2022) . - p.1477-1485 Mots-clés : Child  Male  Humans  Female  Friends/psychology  Attention Deficit Disorder with Hyperactivity/psychology  Interpersonal Relations  Peer Group  Aggression  Attention-deficit/hyperactivity disorder  coercive joining  dyadic mutuality  peer contagion  sequential analysis Index. décimale : PER Périodiques Résumé : 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 fast-paced, 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. En ligne : http://dx.doi.org/10.1111/jcpp.13597 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490

Positive Illusory Bias and Response to Behavioral Treatment Among Children with Attention-Deficit/Hyperactivity Disorder / Amori Yee MIKAMI in Journal of Clinical Child & Adolescent Psychology, 39-3 (May-June 2010)  

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Prediction of social behavior in autism spectrum disorders: Explicit versus implicit social cognition / Cara M. KEIFER in Autism, 24-7 (October 2020)  

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A Preliminary Randomized Controlled Trial of Two Social Skills Interventions for Youth With High-Functioning Autism Spectrum Disorders / Matthew D. LERNER in Focus on Autism and Other Developmental Disabilities, 27-3 (September 2012)  

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Research Review: Mechanisms of change and between-family differences in parenting interventions for children with ADHD - an individual participant data meta-analysis / Constantina PSYLLOU in Journal of Child Psychology and Psychiatry, 66-9 (September 2025)  

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Socio-Dramatic Affective-Relational Intervention for Adolescents with Asperger Syndrome & High Functioning Autism: Pilot Study / Matthew D. LERNER in Autism, 15-1 (January 2011)  

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Understanding Parent' Child Social Informant Discrepancy in Youth with High Functioning Autism Spectrum Disorders / Matthew D. LERNER in Journal of Autism and Developmental Disorders, 42-12 (December 2012)  

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