Self-Handicapping Prior to Academic-Oriented Tasks in Children with Attention Deficit/Hyperactivity Disorder (ADHD): Medication Effects and Comparisons with Controls

Examined self-handicapping prior to academicoriented tasks in children with and without ADHD and examined whether stimulant medication influenced selfhandicapping. Participants were 61 children ages 6 to 13, including 22 childrenwithADHDtested after taking a placebo, 21 children with ADHD tested after taking stimulant medication, and 18 non-ADHD controls. Participants completed threemeasures of self handicapping and also completed selfevaluations of their performance. Results showed greater self handicapping and more positive self-evaluations in children with ADHD than in controls regardless of medication condition. Findings suggest children with ADHD may use self handicapping to ameliorate the effects of experiencing high rates of academic failure.