Dr. Gerdes graduated from Purdue University in 2004 after completing her clinical internship at the University of Florida. She joined the Marquette faculty in 2004, completed her postdoctoral training at the Medical College of Wisconsin - Children’s Hospital in 2006, and became a licensed psychologist in 2007. Her clinical and research specialty is childhood ADHD. After arriving at Marquette, she opened an ADHD specialty clinic as part of the Center for Psychological Services. The mission of the clinic is to provide state-of-the-art treatment to families, quality clinical experience to Marquette’s clinical graduate students, and a foundation for advancing our knowledge about ADHD. To date, her research has involved both basic and applied work that serves to inform and guide clinicians when treating childhood ADHD. Primary research interests include examining evidence-based assessment and treatment of childhood ADHD, culturally-appropriate clinical practices and Latino mental health disparities, and parent-child and peer relationships of youth with ADHD. Specific projects are described in more detail below. Please note the truly collaborative nature of the Gerdes Lab; both graduate and undergraduate students play active roles in presenting at conferences and writing manuscripts.In her free time, Dr. Gerdes enjoys getting lost in a good book, eating good food and drinking good wine, and spending time with her husband and their beautiful 7-year-old daughter and adorable goldendoodle puppy.
Ph.D., Purdue University, 2004
Dr. Gerdes’ primary teaching interests include psychopathology, clinical assessment, and psychotherapy. At the graduate level, she teaches child psychopathology, child assessment, and cognitive-behavioral therapy courses. At the undergraduate level, she teaches a child psychopathology course.
Dr. Gerdes’ primary research interests include:
Evidence-Based Assessment and Treatment of Childhood ADHD
Recent projects include extending current treatment outcome literature by examining parental functioning and clinically-meaningful change following behavioral treatment, as well as furthering our knowledge related to evidence-based assessment of ADHD and examining potential factors that may predict treatment dropout. Recent publications include a manuscript aimed at investigating changes in parenting efficacy, stress, and behavior following behavioral parent training by examining both statistically-significant and clinically-meaningful change (Gerdes et al., 2012), as well as one exploring factors related to treatment dropout (Schneider, Gerdes, et al., 2013). Data collection is nearing completion for a study examining treatment outcomes in teens with ADHD following the Program for the Evaluation and Enrichment of Relational Skills (PEERS), an evidence-based treatment focused on helping teens develop and maintain friendships.
Culturally-Appropriate Clinical Practices Related to Childhood ADHD and Latino Mental Health Disparities
Recent projects include determining best recruitment practices for Latino families, translating and establishing the psychometric properties of Spanish-versions of commonly-used assessment and treatment outcome measures, and examining Latino parental perceptions about ADHD and the role of culture in parental problem recognition of ADHD and help-seeking behavior. Recent publications include reviews summarizing functional impairment in Latino children with ADHD (Haack & Gerdes, 2011) and the role of acculturation in Latino adolescent mental health (Lawton & Gerdes, 2014), as well as manuscripts examining culturally-appropriate recruitment strategies (Haack, Gerdes et al., 2014; 2011), psychometric and cultural properties of translated measures (Haack, Gerdes et al., 2011), and culturally-appropriate assessment of ADHD (Gerdes et al., 2013).
A recent project was aimed at employing both quantitative and qualitative methods to explore the role of acculturation and cultural values in Latino parental beliefs about the etiology of ADHD (Lawton, Gerdes, et al., 2014), as well as in parental problem recognition and motivation to seek help for childhood ADHD (Gerdes et al., 2014; Lawton, Kapke, & Gerdes, revision under review). This project also resulted in the development and validation of a culturally-appropriate measure of functional impairment for ADHD (Haack, Gerdes, et al., 2014; Haack & Gerdes, under review).
Finally, funding from the Russell and Betty Jane Shaw Fund of the Greater Milwaukee Foundation recently supported a study aimed at developing and piloting a culturally-adapted, evidence-based ADHD treatment for Latino families (Gerdes et al., revision under review). An NIH R21 grant proposal is currently under review to compare the culturally-adapted treatment to standard treatment.
Parent-Child and Peer Relationships in Children and Teens with ADHD
Recent projects include examining parental functioning in families of children with ADHD, providing a framework for understanding the role of parental factors in child outcomes, and examining the role of peer rejection and friendships on long-term outcomes. Recent publications include a review of peer relationships and friendships in youth with ADHD (Gardner & Gerdes, 2013), as well as manuscripts demonstrating the role of peer rejection and friendships on the long-term outcomes of children with ADHD (Mrug, Molina, Hoza, Gerdes, et al., 2012) and exploring the role of ADHD subtype differences on parental functioning measures (Gardner, Weinberger, & Gerdes, under review).
Lawton, K. E., & Gerdes, A. C. (2014). Acculturation and Latino adolescent mental health: Integration of individual, environmental, and family influences. Clinical Child and Family Psychology Review. Advance online publication at doi 10.1007/s10567-014-0168-0.
Haack, L. M., Gerdes, A. C., Lawton, K. E, & Schneider, B.W. (2014).Understanding and measuring functional impairment in diverse children with ADHD: Development of the ADHD-FX scale with an-risk, community sample. Journal of Attention Disorders. Advance online publication at doi 10.1177/1087054714527791.
Gerdes, A. C., Lawton, K. E., Haack, L. M., & Schneider, B. W. (2014). Latino parental help seeking for childhood ADHD. Administration and Policy in Mental Health and Mental Health Services Research, 41, 503-513.
Lawton, K. E., Gerdes, A. C., Haack, L. M., & Schneider, B. W. (2014). Acculturation, cultural values, and Latino parental beliefs about the etiology of ADHD. Administration and Policy in Mental Health and Mental Health Services Research, 41, 189-204.
Haack, L. M., Gerdes, A. C., & Lawton, K. E. (2014). Conducting psychological research with Latino children: Strategies to improve recruitment and satisfaction with an at-risk and underserved population. Journal of Child and Family Studies, 23, 410-421.
Gardner, D. M., & Gerdes, A. C. (2013). A review of peer relationships and friendships in youth with ADHD. Journal of Attention Disorders. Advance online publication at doi 10.1177/1087054713501552.
Schneider, B. W., Gerdes, A. C., Haack, L. M., & Lawton, K. E. (2013). Predicting treatment dropout in parent training interventions for families of school-aged children with ADHD. Child and Family Behavior Therapy, 35, 144-169.Gerdes, A. C., Lawton, K. E., Haack, L. M., & Hurtado, G. D. (2013). AssessingADHD in Latino families: Evidence for moving beyond symptomatology. Journal of Attention Disorders, 17, 128-140.
Mrug, S., Molina, B. S. G., Hoza, B. Gerdes, A. C., Hinshaw, S. P., Hechtman, L. & Arnold, L. E. (2012). Peer rejection and friendships in children with Attention-Deficit/Hyperactivity Disorder: Contributions to long-term outcomes. Journal of Abnormal Child Psychology, 40, 1013-1026.
Haack, L. M., Gerdes, A. C., Cruz, B., & Schneider, B. W. (2012). Culturally-modified recruitment strategies for Latino families in clinical child research: A critical first step. Journal of Child and Family Studies, 21, 177-183.
Gerdes, A. C., Haack, L. M., & Schneider, B. W. (2012). Parental functioning in families of children with ADHD: Evidence for behavioral parent training and importance of clinical meaningfulness. Journal of Attention Disorders, 16, 147-156.
Haack, L. M., & Gerdes, A. C. (2011). Functional impairment in Latino children with ADHD: Implications for culturally-appropriate conceptualization and measurement. Clinical Child and Family Psychology Review, 14, 318-328.
Haack, L. M., Gerdes, A. C., Schneider, B. W., & Hurtado, G. D. (2011). Advancing our knowledge of ADHD in Latino children: Psychometric and cultural properties of Spanish-versions of parental/family functioning measures. Journal of Abnormal Child Psychology, 39, 33-43.
Gerdes, A. C. & Schneider, B. W. (2009). Evidence-based ADHD treatment with a Spanish-speaking Latino family. Clinical Case Studies, 8, 174-192.Mrug, S., Hoza, B., Gerdes, A. C., Hinshaw, S. P., Arnold, L. E., Hechtman, L., & Pelham, W. E. (2009). Discriminating between children with ADHD and classmates: The utility of peer variables. Journal of Attention Disorders, 12, 372-380.
Gerdes, A. C., Hoza, B., Arnold, L. E., Pelham, W. E., Swanson, J., Wigal, T., & Jensen, P. S. (2007). Maternal depression and parenting behavior: Exploration of possible mediators. Journal of Abnormal Child Psychology, 35, 705-714.
Gerdes, A. C., Hoza, B., Arnold, L. E., Hinshaw, S. P., Wells, K. C., Hechtman, L., Greenhill, L., Swanson, J., Pelham, W. E., & Wigal, T. (2007). Child and parent predictors of perceptions of parent-child relationship quality. Journal of Attention Disorders, 11, 37-48.Gerdes, A. C. & Hoza, B. (2006). Maternal attributions, affect, and parenting inattention deficit hyperactivity disorder and comparison families. Journal of Clinical Child and Adolescent Psychology, 35, 346-355.
Hoza, B., Gerdes, A. C., Mrug, S., Hinshaw, S. P., Bukowski, W. M., Gold, J. A., Arnold, L. E., Abikoff, H. B, Conners, C. K., Elliot, G. R., Greenhill, L. L., Hechtman, L., Jensen, P. S., Kraemer, H. C., March, J. S., Newcorn, J. H., Severe, J. B., Swanson, J. M., Vitiello, B., Wells, K. C., & Wigal, T. (2005). Peer-assessed outcomes in the multimodal treatment study of children with attention deficit hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 34, 74-86.
Hoza, B., Mrug, S., Gerdes, A. C., Hinshaw, S. P., Bukowski, W. M., Gold, J. A., Kraemer, H. C., Pelham, W. E., Wigal, T., & Arnold, L. E. (2005). What aspects of peer relationships are impaired in children with attention-deficit/hyperactivity disorder? Journal of Consulting and Clinical Psychology, 73, 411- 423.
Hoza, B., Gerdes, A. C., Hinshaw, S. P., Arnold, L. E., Pelham, W. E., Molina, B. S. G., Abikoff, H. B., Epstein, J. N., Greenhill, L. L., Hechtman, L., Odbert, C., Swanson, J. M., & Wigal, T. (2004). Self-perceptions of competence in children with ADHD and comparison children. Journal of Consulting and Clinical Psychology, 72, 382-391.
Storch, E. A., Gerdes, A. C., Adkins, J. W., Geffken, G. R., Star, J., & Murphy, T. (2004). Behavioral treatment of child with PANDAS. Journal of the American Academy of Child and Adolescent Psychiatry, 43, 510-511.Gerdes, A. C., Hoza, B., & Pelham, W. E. (2003). Attention-deficit/hyperactivitydisordered boys’ relationships with their mothers and fathers: Child, mother, and father perceptions. Development and Psychopathology, 15, 363-382.
Mrug, S., Hoza, B., & Gerdes, A. C. (2001). Children with attention-deficit/hyperactivity disorder: Peer relationships and peer-oriented interventions. In D. Nangle & C. Erdley (Eds.), New directions for child and adolescent development: The role of friendship in psychological adjustment, No.91. (pp 51-77). San Francisco, CA: Jossey-Bass.