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Updated: Jul 18, 2026

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
Published on: June 12, 2020
Self-handicapping prior to academic-oriented tasks in children with attention deficit/hyperactivity disorder (ADHD):
Daniel A Waschbusch1, Rebecca Craig, William E Pelham
1Departments of Pediatrics and Psychology, University at Buffalo-State University of New York, Center for Children and Families, 3435 Main Street, Building 20, Buffalo, NY 14214, USA. dw35@buffalo.edu
Abstract:
Examined self-handicapping prior to academic-oriented tasks in children with and without ADHD and examined whether stimulant medication influenced self-handicapping. Participants were 61 children ages 6 to 13, including 22 children with ADHD tested after taking a placebo, 21 children with ADHD tested after taking stimulant medication, and 18 non-ADHD controls. Participants completed three measures of self handicapping and also completed self-evaluations 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.
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