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Psychology

Louisiana State University

Theses/Dissertations

2014

ADHD

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Does Subtype Matter?: Comparing The Effects Of A Self-Monitoring Intervention On Adhd-C And Adhd-I, Caleb James Corwin Jan 2014

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 …


Working Memory, Processing Speed, And Academic Achievement In Adults With Adhd, Alyse Barker Blanchard Jan 2014

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 …