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Moderators Of Academic Performance And Symptom Severity In Adolescents With Attention-Deficit/Hyperactivity Disorder, Ryan Nicole Cummins
Moderators Of Academic Performance And Symptom Severity In Adolescents With Attention-Deficit/Hyperactivity Disorder, Ryan Nicole Cummins
LSU Doctoral Dissertations
Research has documented the relationship between attention-deficit/hyperactivity disorder (ADHD) symptom severity and poor academic outcomes. However, few studies have focused on identifying moderating variables of academic performance specific to adolescents, especially those with ADHD. The current study seeks to address these limitations, further exploring moderators of academic outcomes in a clinical sample of adolescents with ADHD. Specifically, the present study examined adolescent ratings of routines, parent-adolescent conflict, perceptions of parental involvement, and school engagement, on the relationship between ADHD symptom severity and academic performance (GPA). The sample consisted of a total of 140 caregiver-adolescent dyads ranging from ages 11- to …
The Use Of Systematic Distractions To Increase Sustained Attention In School-Aged Children With Attention Problems, Emma Larson
The Use Of Systematic Distractions To Increase Sustained Attention In School-Aged Children With Attention Problems, Emma Larson
LSU Master's Theses
With the growing prevalence of Attention Deficit Hyperactivity Disorder (ADHD) in children (DSM-5, 2013), it has been established that the ability of these children to sustain attention is marked with difficulty (Barkley, 2006). Prior research has addressed the need to increase sustained attention in children with ADHD, however, not all of the promising methods take into consideration that children with ADHD have difficulty ignoring distractions (Rapport et al., 2009). This is problematic because the typical classroom environment is filled with distractions. The current study attempted to fill this research gap by training participants to sustain attention while systematically introducing distractions …
The Relationship Between Maternal Distress And Adjustment Problems In Adolescents With Attention-Deficit/Hyperactivity Disorder: An Examination Of Family Routines And Communication As Moderators, Ryan Nicole Cummins
LSU Master's Theses
Attention-Deficit/Hyperactivity Disorder (ADHD) is a common disorder in youth. The presence of comorbid internalizing and externalizing symptoms is a frequent occurrence in ADHD youth; comorbid symptoms are associated with poor adjustment into adolescence and negative trajectories into adulthood. There are many contributing factors in the development of comorbid symptoms (e.g., parental distress and family environment). Thus, it is important to understand the relationship between contributing factors and the ways in which family consistency helps to manage problem behaviors in adolescents with ADHD. One way to increase consistency is through the use of routines and positive communication. The present study examined …
Assessing The Impact Of White Noise On Cognition In Individuals With And Without Adhd, Scott Roye
Assessing The Impact Of White Noise On Cognition In Individuals With And Without Adhd, Scott Roye
LSU Master's Theses
Although originally viewed only as a childhood disorder, Attention Deficit Hyperactivity Disorder (ADHD) is now recognized to persist into adulthood in many individuals. Adults with ADHD often demonstrate academic, cognitive, and general functioning deficits as a result of their symptoms. Theorists have suggested that features typically associated with ADHD, such as distractibility, excessive motor activity, and executive dysfunction, may stem from being under stimulated at a physiological level. This lack of arousal potentially causes individuals to seek out stimulation, making them more susceptible to background noise and other environmental stimuli. However, previous research primarily focuses on children and adolescents with …
Executive Dysfunction Or State Regulation: A Dimensional Comparison Of Two Neuropsychological Theories Of Attention Disorder Symptoms Using Rdoc Paradigms, Justin Hull Ory
LSU Doctoral Dissertations
Two leading theories regarding the neurocognitive basis of attentional disorders are the executive dysfunction theory and the state regulation theory. The executive dysfunction theory takes a top-down approach, explaining the symptoms of ADHD as a byproduct of general deficits in executive functioning—particularly disinhibition. The state regulation theory takes a bottom-up approach, explaining the symptoms of ADHD as a failure to be sufficiently aroused by, and subsequently engage with, less stimulating or rewarding tasks. These two theories predict different patterns of performance on tasks of executive functioning and attention, and research has demonstrated mixed support for both theories. The present study …
The Moderating Effects Of Anxiety On The Relationship Between Attention-Deficit Hyperactivity Disorder And Oppositional Defiant Disorder, Jamarri Raimon Aikins
The Moderating Effects Of Anxiety On The Relationship Between Attention-Deficit Hyperactivity Disorder And Oppositional Defiant Disorder, Jamarri Raimon Aikins
LSU Doctoral Dissertations
Attention-Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD) are two of the most prevalent childhood disorders, and the co-occurrence of these disorders is associated with an exacerbation of certain behavioral difficulties such as opposition, defiance, and anger when compared to the independent presentation of either disorder. Several researchers have demonstrated that anxiety may buffer against oppositional behavior by inhibiting responses that may lead to aversive consequences. Thus, the current study sought to examine the potentially suppressing role of anxiety when symptoms of ADHD and ODD are both present. A hierarchical regression analysis was conducted to determine the extent to which …
Working Memory, Processing Speed, And Academic Achievement In Adults With Adhd, Alyse Barker Blanchard
Working Memory, Processing Speed, And Academic Achievement In Adults With Adhd, Alyse Barker Blanchard
LSU Doctoral Dissertations
In Barkley’s (1997a, 1997b) model of attention-deficit/hyperactivity disorder (ADHD), he proposes that working memory deficits resulting from ADHD may cause impairments in reading comprehension. ADHD has been associated with poorer processing speed and working memory as well as academic underachievement in some studies. However, more research is needed examining the relationship between ADHD, working memory, processing speed, and academic achievement in adults to help elucidate the neuropsychological correlates of ADHD and their potential impact on academic functioning. The aim of the current study is to examine the relationship between ADHD, verbal working memory performance, processing speed, and academic achievement in …
Does Subtype Matter?: Comparing The Effects Of A Self-Monitoring Intervention On Adhd-C And Adhd-I, Caleb James Corwin
Does Subtype Matter?: Comparing The Effects Of A Self-Monitoring Intervention On Adhd-C And Adhd-I, Caleb James Corwin
LSU Doctoral Dissertations
Recently Attention-Deficit/Hyperactivity Disorder (ADHD) research has been confronted with questions regarding the subtype distinctions. Millich, Ballantine, and Lyman (2001) have claimed that ADHD – Combined Type (ADHD-C) and ADHD – Predominantly Inattentive Type (ADHD-I) are “distinct and separate disorders.” As important as this distinction is diagnostically, it is, possibly equally important with regards to treatment. Multiple pharmacological studies have compared the responsiveness of ADHD-C and ADHD-I to stimulant medications, yet the results are often conflicting (e.g. Grizenko, Paci, & Joober, 2010; Solanto et al., 2009; Stein et al., 2003). To date, only one study has compared ADHD subtypes with respect …
Detecting Malingered Adhd Using The Personality Assessment Inventory : An Exploratory Analysis In College Students, Mandi Wilkes Musso
Detecting Malingered Adhd Using The Personality Assessment Inventory : An Exploratory Analysis In College Students, Mandi Wilkes Musso
LSU Doctoral Dissertations
Background: There has been a growing interest in assessment of effort during psychoeducational evaluations, where students may feign symptoms of ADHD to obtain academic accommodations or stimulant medications. Current research suggests most ADHD questionnaires and neuropsychological tests do not adequately distinguish clinical ADHD from simulated ADHD. Objective: The purpose of the current study is to develop an embedded malingering index in the Personality Assessment Inventory (PAI) specifically for detecting feigned ADHD in college students. Method: A sample of 310 undergraduate students were separated into three groups, ADHD Simulators, Prospective ADHD, and College controls. In addition, this study used archival data …
Parental Involvement In Improving Academic Success For Students With Adhd: A Comparison Of Daily Behavior Report Cards And Homework Self-Monitoring, Stephanie M. Grant
Parental Involvement In Improving Academic Success For Students With Adhd: A Comparison Of Daily Behavior Report Cards And Homework Self-Monitoring, Stephanie M. Grant
LSU Master's Theses
The current study examined the confined, combined and collateral effects of a daily report card (DRC) and a homework self-monitoring intervention (HSM). Four 4th or 5th grade students with ADHD, who often had problems staying on task and completing classwork and homework accurately were randomly assigned to one of two conditions in a multiple baseline design. Initially each student received either a DRC or HSM and was then given whichever intervention they had not yet received in addition. As expected, both the DRC and HSM improved the initially targeted behavior as found in previous research; the DRC improved on task …
Effect Of Labeling Bias On Ratings Of Adhd Symptoms, Jessica Lynne Rodriguez
Effect Of Labeling Bias On Ratings Of Adhd Symptoms, Jessica Lynne Rodriguez
LSU Master's Theses
In a study by Fox and Stinnett (1996), labeling bias was defined as the “expectations that others might develop for a person given a particular label.” Research has repeatedly shown that negative characteristics are often attributed to children given a label, even when behavior does not differ from non-labeled peers. This study aimed to add to the understanding of labeling bias, specifically a label of Attention-Deficit/Hyperactivity Disorder (ADHD). Teachers were recruited to participate in an online survey in which they were randomly assigned one of three variations of a vignette. The vignettes described two children with either no label, a …
Do The Stimulant Medications Improve Neuropsychological Performance Of College Students With Adhd?, Chunqiao Luo
Do The Stimulant Medications Improve Neuropsychological Performance Of College Students With Adhd?, Chunqiao Luo
LSU Master's Theses
Attention Deficit/Hyperactivity Disorder (ADHD) is a prevalent disorder estimated to affect 5% to 10% of school-aged children and approximately 4% of adults worldwide. The defining symptoms are hyperactivity, impulsivity and inattention, which are all acutely reduced by the stimulant medications, methylphenidate and amphetamine. Nevertheless, in spite of robust short-term efficacy, long-term follow-up studies fail to show drug effects on academic achievement of ADHD students. Because recent research indicates that the medications also do not normalize performance of ADHD patients on some neuropsychological tests, we thought this might shed some light on the causes of ADHD students’ academic underachievement. There is …
The Role Of Daily Routines In Adolescents Diagnosed With Attention-Deficit/Hyperactivity Disorder, David N. Landry
The Role Of Daily Routines In Adolescents Diagnosed With Attention-Deficit/Hyperactivity Disorder, David N. Landry
LSU Doctoral Dissertations
Researchers consistently report both immediate and long-term benefits of establishing daily routines during childhood (e.g., increased physical health, medical treatment adherence, homework completion, and family communication). Increasing routines is also an essential component of evidence-based treatment programs for childhood externalizing problems (i.e., impulsivity, hyperactivity, and noncompliance). Research indicates that ADHD children respond particularly well to the regularity and predictability offered by daily routines. However, relatively few studies have examined the role that routines play on the adjustment and development of adolescents. In part, this is due to the lack of assessment tools available that specifically measure adolescent routines. The Adolescent …
Reducing Homework Problems In Adhd Adolescents: A Comparison Of Two Self-Management Interventions, Valerie Paasch
Reducing Homework Problems In Adhd Adolescents: A Comparison Of Two Self-Management Interventions, Valerie Paasch
LSU Master's Theses
Self-managed interventions can be especially beneficial during the adolescent years, as expectations of a child’s academic independence increase. Self-monitoring, a type of self-managed intervention, has been used to assess problem behaviors, evaluate treatment effectiveness, promote behavior change, and increase homework production. Goal-setting, another form of self-management has been associated with improvements in behavior, academics, and homework. However, no known studies have compared the effectiveness of self-monitoring and goal-setting homework interventions in ADHD adolescents. The current study compares two self-managed interventions, goal-setting and self-monitoring, in an attempt to determine their effectiveness with ADHD adolescents with problematic homework behavior. Participants were trained …
Improving Homework In Adolescents With Adhd: Comparing Training In Self- Vs. Parent-Monitoring Of Homework And Study Skills Completion, Kara J. Meyer
Improving Homework In Adolescents With Adhd: Comparing Training In Self- Vs. Parent-Monitoring Of Homework And Study Skills Completion, Kara J. Meyer
LSU Master's Theses
Self-monitoring has been proven to be effective in increasing performance, on task behavior, and homework completion in students with learning disabilities and other academic difficulties. Parent supervision and involvement in homework also has been shown to improve performance. However, the effectiveness of parent vs. self-monitoring of homework completion and test preparation has never been examined in adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD). The current study compared the effectiveness of self- and parent-monitoring of homework and study skills completion in middle school students with ADHD. Students were trained in the SQ4R study strategy and homework completion skills. In one group students monitored …
Teaching Elementary Students With Attention-Deficit/Hyperactivity Disorder To Recruit Teacher Attention: Effects On Teacher Praise, On-Task Behavior, And Academic Work, Angie Lynn Pellegrin
Teaching Elementary Students With Attention-Deficit/Hyperactivity Disorder To Recruit Teacher Attention: Effects On Teacher Praise, On-Task Behavior, And Academic Work, Angie Lynn Pellegrin
LSU Master's Theses
Recruitment training and self-monitoring skills have proven to be effective methods of decreasing off-task behavior and increasing work productivity and positive teacher-student interactions. Teaching students to recruit teacher attention provides an opportunity for the teacher to praise the child or to offer instructional feedback. However, research on this topic has not examined its utilization and effectiveness in children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). Using a multiple baseline across subjects design, the present study will examine the effectiveness of training students with ADHD to monitor task progress and recruit teacher attention.