Current projects

Ongoing Recruiting Projects

1. Study on the Evaluation of the ADHD 101 Program for Parents of Children Recently Diagnosed with ADHD  

 

CONTEXT

Attention Deficit Hyperactivity Disorder (ADHD)is a health condition often seen in pediatric primary care settings. It affects 6-7% of children worldwide. For different reasons, many families do not receive the necessary treatments of ADHD. This puts children at risk of having poor health outcomes. To prevent this problem, colleagues at Children’s Hospital of Philadelphia have developed the ADHD Bootcamp program a few years ago. This program is called “ADHD 101” in Canada.

 

ADHD 101 PROGRAM

The objectives of the ADHD 101 program are: a) To help parents gain support from other parents who are in the same situation as them; b) To learn more about ADHD; and c) To learn how parents can take charge of their child’s ADHD to help him/her in the long run.

 

STUDY PURPOSE

Dr. Normand wants to evaluate if the ADHD 101 program is feasible, acceptable, and potentially useful according to parents from Canada’s National Capital Region. Dr. Normand hopes that this information will help develop and make accessible new effective services for children with ADHD. 

 

WHO CAN PARTICIPATE?

Parents of 5-11 year-old children with a diagnosis of ADHD from a licensed health care provider in the last 12 months(e.g., from afamily doctor, pediatrician, psychiatrist, psychologist, neuropsychologist, etc.) are invited to participate in the study.

 

PROJECT DESCRIPTION 

If a parent decides to participate in this research project, he/she will receive a compensation of $20 for his/her participation in the screening assessment and another $20 for his/her participation in the baseline assessment. The parent will then be able to participate at no cost in the parental intervention program sessions with 6-7 other parents. The four sessions of the parental intervention program will be leaded by a psychologist and will be held in a private room at Montfort Hospital or at the Université du Québec en Outaouais based on parents’ preferences at a convenient time for them.He/she will receive a $20 compensation for his/her participation in the assessment immediately after the ADHD 101. Finally, he/she will receive a $20 compensation for his/her participation in the 6-month follow-up assessment. 

 

SIGNIFICANCE OF THE PROJECT

We hope the information found in this study will make it possible to develop and offer effective new services for children with ADHD. 

 

PRINCIPAL INVESTIGATOR

Dr. Sébastien Normand, Ph.D., C.Psych., 

Professeur, Département de psychoéducation et psychologie, Université du Québec en Outaouais (UQO); 

Director, Interdisciplinary Research Program on Children’s Mental Health; 

Clinical Researcher, Institut du savoir Montfort and University of Ottawa Brain and Mind Research Institute; 

Clinical Professor, School of Psychology, University of Ottawa; 

Pediatric Psychologist, Pediatric Clinic, Hôpital Montfort

Phone: (819) 595-3900 poste 2220

Email: sebastien.normand@uqo.ca

 

FOR MORE INFORMATION

If you are interested in participating in this important project or to obtain more information, please contact a research team member at 819-595-3900 extension 1954 or by email: prisme@uqo.ca indicating your name and phone number. A research team member will call you back, as soon as possible, to give you more information.  

 

FINANCIAL SUPPORT 

This project is financially supported by the Institut du savoir Montfort.

 

The Research Ethics Boards of the Hôpital Montfort and the Université du Québec en Outaouais have revised and approved this research project. 

 

Other Ongoing Projects

 

1. Children's Social Behaviours Study

Children who have trouble with peer relationships during their childhood, especially those with attention-deficit hyperactivity disorder (ADHD), are more likely to experience loneliness and sadness, and are at a higher risk for future problems such as disinterest in school, depression, anxiety, and behaviour problems. Unfortunately, the treatments that are currently known to be effective in reducing ADHD symptoms are much less effective at improving peer relationship problems. Consequently, children with ADHD are at risk for developing various health problems. This conclusion highlights the importance of developing and evaluating new treatments that target the social difficulties of children with ADHD. The goal of this randomized, controlled, dual-site (Vancouver and Ottawa/Gatineau), and longitudinal study is to compare the effectiveness of two new intervention programs in helping parents better understand and manage the social difficulties experienced by their children with ADHD. We expect that these two intervention programs will help families who have children with ADHD, but our reason for conducting this study is to find out if they are useful in different ways or for different types of problems. We hope this information will help us to offer better adapted and more effective treatments in the future. The clinical trial has started in the fall 2013 and will go untill summer 2020. It is funded by a grant from the Canadian Institutes of Health Research (CIHR) awarded to Dr. Amori Mikami (Nominated Co-Principal Investigator, University of British Columbia), Dr. Sébastien Normand (Co-Principal Investigator, Université du Québec en Outaouais), and Dr. Victoria Savalei (Co-Applicant, University of British Columbia). 

 

2. Children’s Attention and the Challenges of Close Friendship

For children, having adequate relationships with their friends—and with the right friends—is very important, not only for children’s personal adjustment, but also for their success in school. Children without friends lose out on opportunities to develop their social skills. This also causes them to lose their interest in school. To make and keep friends, children must communicate well with their friends, pay attention to their friends’ needs and wishes, maintain their self-control when they are with their friends, and play according to the established rules. Children with attention-deficit hyperactivity disorder (ADHD) often have difficulty establishing and maintaining such friendships. For this research project, which is funded in part by the Canadian Institutes of Health Research (CIHR), researchers are trying to analyze the communication patterns between between children with ADHD and their friends over six months in order to better understand the source of these interpersonal difficulties. Results were published in 2011 and 2013 in the highly-reputable Journal of Abnormal Child Psychology (Click here for a general summary of the 2011 results or here for a general summary of the 2013 results. If you want more details, click here for the first complete results published in 2011 or here for the complete results published in September 2013). Researchers also recently presented these findings in June 2013 at the ISRCAP (International Society for Research in Child and Adolescent Psychopathology) meeting. Experts in children’s and adolescents’ mental health came from around the world to participate in this research conference held at the Katholieke Universiteit Leuven, Belgium. Results show that the tendency of children with ADHD to not follow the rules of games and to not pay attention to their friends’ preferences and needs partially explains why the quality of these children’s friendships deteriorates over time. Under the supervision of Dr. Normand, Marie Michèle Soucisse, Mylène Pitre, and Chloé Beaudin are currently coding the dyadic interactions of children with ADHD and their friends during free play. They are interested in the impact of ADHD on the quality of play between friends and on the evolution of friendship quality over time.

 

3. The Unique Role of ADHD in Children’s Friendship Development

In this observational study conducted in collaboration with the University of Virginia and funded by the National Institute of Mental Health (NIMH, 1R21MH091486, Principal Investigator: Dr. Amori Mikami, University of Virginia), researchers are investigating the role of ADHD in predicting  whether or not school-age children are able to make friends. Is a child’s ADHD diagnosis related to having friends or not? How are mental health and behavioural problems related to having friends or not? Is the effect of mental health problems on the presence/absence of friendship worsened by the presence of an ADHD diagnosis? In addition, researchers are interested in understanding the predictors of the perceived and observed quality of children’s friendships. Researchers want to know how, besides the ADHD status and the mental health of a given child, the characteristics of the child’s friend are related to the quality of friendship in the dyad. Dyadic interactions between friends were coded, and statistical analyses are underway.

 

 

4. The Impact of Behavioural and Cognitive Inattention on Children's Academic Achievement 

For some researchers, finding out if a child is attentive means only observing the child’s behaviour. From a cognitive point of view, however, the definition of attention is more complex: attention involves the ability to maintain one’s attention (sustained attention), the ability to focus one’s attention on a given event and ignore other distracting elements present in the environment (selective attention), and the ability to shift one’s focus on demand (executive control). Collaborating with Dr. Kim M. Cornish (Monash University, Australia), Dr. John M. Wilding (University of London, England), and Dr. Rosemary Tannock (University of Toronto/Hospital for Sick Children), Dr. Sébastien Normand tries to better understand the relationship between the behavioural and cognitive aspects of attention and children’s academic achievement. This project is funded by the Social Sciences and Humanities Research Council of Canada (SSHRC #410-2008-1052, Principal Investigators: Drs Rosemary Tannock and Kim M. Cornish).
 
 
 
 
 

5. Attention Problems in Cuban Children

In the fifth version of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V; APA, 2013), ADHD is listed with three different current symptom presentations: predominantly inattentive presentation, predominantly hyperactive-impulsive presentation, and combined presentation. However, given the heterogeneity of ADHD symptoms and the changes in symptoms throughout development, some researchers have questionned the current theoretical structure of ADHD. In order to better understand the structure of ADHD, we are using sophisticated statistical techniques to test new theoretical ADHD models in a sample of Cuban elementary schoolchildren. Collaborators include Dr Barry H. Schneider (University of Ottawa), Maria del Pilar Soteras del ToroYorkys Santana Gonzalez (Universidad de Oriente, Cuba), Dr. Maggie E. Toplak (York University), and Dr. Rosemary Tannock (University of Toronto/Hospital for Sick Children). This study is funded by the Social Sciences and Humanities Research Council of Canada (SSHRC # 801-2006-0016, Principal Investigator: Dr Barry H. Schneider). Marie-Claire Losier is currently working on statistical analyses under the supervision of Professor Normand.

 

​6. Bifactor Models of ADHD in Puerto Rican Children 

In order to better understand ADHD, researchers are using sophisticated statistical techniques to test new theoretical ADHD models in a large sample of Puerto Rican children with and without ADHD. The researchers working on this study include Drs Jose J Bauermeister and Glorisa Canino (Universidad de Puerto Rico). This study is funded by the National Institute of Mental Health (NIMH # UO1-MH54827, Principal Investigator: Dr. Glorisa Canino). Statistical analysis is currently underway.
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