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dc.creatorHoza, Betsy
dc.creatorGerdes, Alyson C.
dc.creatorMrug, Sylvie
dc.creatorHinshaw, Stephen P.
dc.creatorBukowski, William M.
dc.creatorGold, Joel A.
dc.creatorArnold, L. Eugene
dc.creatorAbikoff, Howard B.
dc.creatorConners, C. Keith
dc.creatorElliott, Glen R.
dc.creatorGreenhill, Laurence L.
dc.creatorHechtman, Lily
dc.creatorJensen, Peter S.
dc.creatorKraemer, Helena C.
dc.creatorMarch, John S.
dc.creatorNewcorn, Jeffrey H.
dc.creatorSevere, Joanne B.
dc.creatorSwanson, James M.
dc.creatorVitiello, Benedetto
dc.creatorWells, Karen C.
dc.creatorWigal, Timothy
dc.date.accessioned2012-03-23T17:25:28Z
dc.date.available2012-03-23T17:25:28Z
dc.date.issued2005
dc.identifier.citationBetsy Hoza et al , "Peer-Assessed Outcomes in the Multimodal Treatment Study of Children With Attention Deficit Hyperactivity Disorder," Journal of Clinical Child and Adolescent Psychology 34, no. 1 (2005), doi:10.1207/s15374424jccp3401_7en_US
dc.identifier.issn1537-4424
dc.identifier.urihttp://hdl.handle.net/1811/51680
dc.description.abstractPeer-assessed outcomes were examined at the end of treatment (14 months after study entry) for 285 children (226 boys, 59 girls) with attention deficit hyperactivity disorder (ADHD) who were rated by their classmates (2,232 classmates total) using peer sociometric procedures. All children with ADHD were participants in the Multimodal Treatment Study of Children with ADHD (MTA). Treatment groups were compared using the orthogonal treatment contrasts that accounted for the largest amount of variance in prior MTA outcome analyses: Medication Management + Combined Treatment versus Behavior Therapy + Community Care; Medication Management versus Combined Treatment; Behavior Therapy versus Community Care. There was little evidence of superiority of any of the treatments for the peer-assessed outcomes studied, although the limited evidence that emerged favored treatments involving medication management. Post hoc analyses were used to examine whether any of the four treatment groups yielded normalized peer relationships relative to randomly selected- classmates. Results indicated that children from all groups remained significantly impaired in their peer relationships.en_US
dc.language.isoen_USen_US
dc.publisherLawrence Erlbaum Associates, Inc.en_US
dc.rights© 2005 Lawrence Erlbaum Associates, Inc.en_US
dc.titlePeer-Assessed Outcomes in the Multimodal Treatment Study of Children With Attention Deficit Hyperactivity Disorderen_US
dc.typeArticleen_US
dc.identifier.doi10.1207/s15374424jccp3401_7
dc.identifier.osuauthorarnold.6


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