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 Ph.D. 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 children and teens 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.
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 potential child, parental, and family factors related to treatment dropout (Schneider, Gerdes, et al., in press). Data collection for a study aimed at exploring the role of parental attributions in predicting treatment outcomes for children with ADHD also is under way. Finally, a study examining treatment outcomes in teens with ADHD and their parents following the Program for the Evaluation and Enrichment of Relational Skills (PEERS), an evidence-based treatment focused on helping teens develop and maintain friendships, began this fall.
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 and cultural 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. Recent publications include a review summarizing functional impairment in Latino children with ADHD (Haack & Gerdes, 2012), as well as several manuscripts examining culturally-appropriate recruitment strategies (Haack, Gerdes et al., 2012) and psychometric and cultural properties of several translated measures (Haack, Gerdes et al., 2011). Data collection has concluded on a project 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, as well as in parental problem recognition and motivation to seek help for childhood ADHD. This project also resulted in the development of a culturally-appropriate measure of functional impairment for ADHD. Several manuscripts summarizing the primary findings from this study are under review, including a manuscript examining the psychometric and cultural properties of the recently-developed functional impairment measure.
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 manuscript demonstrating the role of peer rejection and friendships on the long-term outcomes of children with ADHD (Mrug, Molina, Hoza, Gerdes, et al., 2012). Manuscripts in progress examining parent-child relationships include one providing a unified framework for understanding the role of maternal parenting efficacy, stress, and behavior in predicting child outcomes and one exploring possible ADHD subtype differences that exist on parental functioning measures.
Schneider, B. W., Gerdes, A. C., Lawton, K. E, & Haack, L. M. (in press). Treatment dropout in parent training interventions for families of school-aged children with ADHD. Child and Family Behavior Therapy.
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. Advance online publication at doi: 10.1007/s10802-012-9610-2.
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.
Gerdes, A. C., Lawton, K. E., Haack, L. M., & Hurtado, G. D. (2011). Assessing ADHD in Latino families: Evidence for moving beyond symptomatology. Journal of Attention Disorders. Advance online publication at doi:10.1177/1087054711427396.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. Advance online publication at doi: 10.1007/s10567-011-0098-z.
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 in attention 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/hyperactivity disordered 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.