# Social Processing in Adolescent Girls with ADHD

> **NIH NIH R21** · PENNSYLVANIA STATE UNIV HERSHEY MED CTR · 2020 · $449,940

## Abstract

Abstract
Attention-deficit/hyperactivity disorder (ADHD) is associated with widespread peer difficulties that predict long-
term negative outcomes including substance use and depression. The majority of research has focused on boys
with the disorder, although there is accumulating evidence that girls with ADHD display relatively broader and
more severe peer dysfunction. Relatively little is known about the neural mechanisms underlying the peer
dysfunction of girls with ADHD, hindering progress in developing targeted intervention strategies to improve peer
functioning. Using a novel and realistic laboratory peer interaction task (Island Getaway), we recently identified
alterations in neurophysiological processing (i.e., event-related potentials; ERPs) of both peer rejection and
acceptance feedback that were associated with ADHD symptoms in a community sample of young adolescents.
Specifically, ADHD symptoms were associated with an enhanced early attentional ERP to peer rejection (N1)
and blunted later ERP to peer acceptance (reward positivity [RewP]). These findings suggest two distinct
pathways contributing to peer dysfunction among youth with ADHD. Enhanced attention to rejection cues may
lead to increased hostility with peers, while reduced responsiveness to acceptance cues may contribute to
difficulties establishing and maintaining positive friendships. The proposed work extends these intriguing
preliminary findings by examining brain-behavior associations between neurophysiological processing of peer
rejection and acceptance cues and peer difficulties measured across self-report and behavioral observation in
girls. Adolescent girls (ages 11-14) with (n=40) and without (n=40) ADHD will complete the Island Getaway task
to assess neurophysiological processing of peer rejection and acceptance cues. Self-reported hostile and
prosocial behavior will be assessed using ecological momentary assessment (EMA), and a laboratory-based
peer interaction task will be used to assess observed hostile and prosocial behavior. Enhanced ERPs to peer
rejection cues will be examined as a mechanism linking ADHD and hostile behavior towards peers. Blunted
ERPs to peer acceptance cues will be examined as a mechanism linking ADHD and low prosocial behavior with
peers. This exploratory study will inform understanding of brain-behavior mechanisms of peer difficulties in girls
with ADHD and integrate data across levels of analysis to test specific pathways to peer problems.

## Key facts

- **NIH application ID:** 10042658
- **Project number:** 1R21MH124027-01
- **Recipient organization:** PENNSYLVANIA STATE UNIV HERSHEY MED CTR
- **Principal Investigator:** Dara E Babinski
- **Activity code:** R21 (R01, R21, SBIR, etc.)
- **Funding institute:** NIH
- **Fiscal year:** 2020
- **Award amount:** $449,940
- **Award type:** 1
- **Project period:** 2020-08-01 → 2023-07-31

## Primary source

NIH RePORTER: https://reporter.nih.gov/project-details/10042658

## Citation

> US National Institutes of Health, RePORTER application 10042658, Social Processing in Adolescent Girls with ADHD (1R21MH124027-01). Retrieved via AI Analytics 2026-05-24 from https://api.ai-analytics.org/grant/nih/10042658. Licensed CC0.

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