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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