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Adhd Symptoms And Inattentional Blindness In An Undergraduate Sample, Katherine Rose Matchett
Adhd Symptoms And Inattentional Blindness In An Undergraduate Sample, Katherine Rose Matchett
Electronic Theses and Dissertations
The relationship between Attention-Deficit/Hyperactivity Disorder (ADHD) and the phenomenon of inattentional blindness has received little empirical attention, with only a single published study on the topic. The purpose of the present study was to investigate individual differences in ADHD symptom severity in a non-clinical, undergraduate sample as they relate to susceptibility to inattentional blindness. Because research conducted in an individual differences framework requires the use of reliable measurement instruments, the present study also set out to develop and pilot a task that could induce inattentional blindness repeatedly and reliably in the same participants. The results showed that a) the measure …
Social Cognition, Impulsivity, And Emotion Regulation Factors In Aggressive Behavior Among Children With Attention-Deficit/Hyperactivity Disorder., Kelly E. Slaughter
Social Cognition, Impulsivity, And Emotion Regulation Factors In Aggressive Behavior Among Children With Attention-Deficit/Hyperactivity Disorder., Kelly E. Slaughter
Electronic Theses and Dissertations
Children with Attention-Deficit/Hyperactivity Disorder (ADHD) exhibit greater levels of aggressive behavior than their typically developing peers, often resulting in impairment in social and family functioning. Aggressive behavior is often differentiated into two functions: reactive, or “hot-blooded” and proactive, or “cold-blooded” aggression. Prior research has identified several factors contributing to aggressive behavior within a general population, including emotion dysregulation, negative urgency, social information processing (SIP), and parenting behaviors. A paucity of research has examined these factors within an ADHD population. Thus, the present study aimed to examine social, emotional, behavioral, and cognitive factors associated with aggression among children with ADHD. Specifically, …
Medication Versus Brain-Based Treatment: Evaluation Treatment Preferences Of Parents Of Children With Adhd, Rebecca Recio-Swift
Medication Versus Brain-Based Treatment: Evaluation Treatment Preferences Of Parents Of Children With Adhd, Rebecca Recio-Swift
Electronic Theses and Dissertations
Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most prevalent neurodevelopmental disorders across the world. Currently, treatment for ADHD mostly consists of either medication or behavioral therapy or a combination of both. However, research has shown that medication used as therapy for the treatment of ADHD has side effects which parents deem undesirable for their children. Therefore, recent research has focused on patient and parent preferences. Studies have found that behavioral or other treatment options may often be chosen over medications. These same studies have documented the characteristics of parents that prefer certain treatments for their children. The purpose of this …
Exploring Visual Attention Patterns Of Adults With Reported Adhd, Without Adhd, And Those With Malingering Adhd Symptoms, Roselia Juan
Exploring Visual Attention Patterns Of Adults With Reported Adhd, Without Adhd, And Those With Malingering Adhd Symptoms, Roselia Juan
Electronic Theses and Dissertations
Noncredible performance and the intentional faking of symptoms during psychological evaluations have been observed in those seeking to obtain personal benefits. Cognitive deficits, such as impairments in attention are common in mental health settings and many seek an evaluation to rule out an attention-deficit/hyperactivity disorder. Previous literature establishes a base rate for malingering to be between 22-47% in adult ADHD evaluations (Sullivan, 2007; Suhr et al., 2008; Marshall et al., 2010). However, those faking or exaggerating ADHD can go unnoticed on self-report measures. There are limited studies that have identified methods that can specifically discriminate true ADHD from malingered ADHD. …
Reactive And Regulative Temperament Dimensions, Emotion Regulation, And Concurrent Internalizing And Externalizing Pathology Among Youth With Adhd., Kirsten D. Leaberry
Reactive And Regulative Temperament Dimensions, Emotion Regulation, And Concurrent Internalizing And Externalizing Pathology Among Youth With Adhd., Kirsten D. Leaberry
Electronic Theses and Dissertations
Emerging research has increasingly identified the detrimental effect of internalizing and externalizing comorbidity on the functioning of youth with Attention-Deficit/Hyperactivity Disorder (ADHD). Research in the broad child psychopathology literature has identified a variety of dispositional and developmental risk factors for psychopathology development in youth. However, a conceptual model of psychopathology development has yet to be developed and empirically evaluated in an ADHD sample. Children with ADHD may be particularly vulnerable to exhibiting high rates of psychopathology, given deficits in self-regulation prevalent in this population. The current study proposed and evaluated a theoretical model of distal and proximal risk factors for …
Emotion Regulation Is Associated With Peer Victimization Among Children With Attention-Deficit/Hyperactivity Disorder., Nicholas D. Fogleman
Emotion Regulation Is Associated With Peer Victimization Among Children With Attention-Deficit/Hyperactivity Disorder., Nicholas D. Fogleman
Electronic Theses and Dissertations
Background: Children with Attention-Deficit/Hyperactivity Disorder (ADHD) experience higher rates of peer victimization relative to unaffected peers; however, debate remains as to whether core symptoms of ADHD—inattention, hyperactivity and impulsivity—are responsible for increased rates of peer victimization among children with ADHD. Given emotion regulation deficits co-occur among children with ADHD, and are often associated with increased peer victimization experiences, the current study examined the role of emotion regulation in peer victimization among children with ADHD. Methods: Forty-nine children (ages 10-15 years) diagnosed with ADHD and their parents completed measures of emotion regulation and peer victimization. Children also completed a laboratory-based peer …
Adhd Malingering In A College Setting, Peerasin Chatchawarat
Adhd Malingering In A College Setting, Peerasin Chatchawarat
Electronic Theses and Dissertations
An increase in the number of adults seeking ADHD evaluations as college students in recent years raises concerns of malingered or exaggerated attentional impairments. Some students may falsely report ADHD symptoms in an attempt to obtain academic accommodations as well as prescriptions for stimulant medications. Meanwhile, little attention has been given to the development of either self-reported measures or performance-based tests that can ensure the validity of reported or exhibited attentional symptoms. In 2015, Multi-Health Systems Inc. (MHS) released an improved version of a continuous performance test, the Conners Continuous Performance 3rd Edition (Conners CPT 3), which may have improved …
The Effects Of One Neurofeedback Session On Eye-Tracking Distractibility When Completing Verbal And Visuospatial Search Tasks, Rebecca C. Recio-Swift
The Effects Of One Neurofeedback Session On Eye-Tracking Distractibility When Completing Verbal And Visuospatial Search Tasks, Rebecca C. Recio-Swift
Electronic Theses and Dissertations
Attention Deficit Hyperactivity Disorder (ADHD) is a common and prevalent condition seen in all ages and throughout the world. School-aged and college-aged students seem to have the most difficulty in terms of academic performance, social functioning, and adaptive functioning. Visual attention and visual search are important aspects of attention. Visual attention drives what and how the brain processes and interprets information from the environment. Visual search is the ability to find a visual target within a set of distractors. Electroencephalography (EEG) Neurofeedback is the process of re-training brainwaves through operant conditioning. Neurofeedback (NF) has been suggested to be a non-invasive …
Emotion Socialization And Families Of Children With And Without Adhd., Danielle M. Walerius
Emotion Socialization And Families Of Children With And Without Adhd., Danielle M. Walerius
Electronic Theses and Dissertations
Emotional competence (EC) represents several distinct emotional skills found to be strongly associated with children’s socioemotional outcomes. EC is thought to develop through a process known as emotion socialization (ES), whereby children’s emotions and emotion-based behaviors are socialized through interactions with parents and/or other primary figures. The present study examined ES across families of children with and without ADHD in order to clarify the role ES plays in the development of EC in typically developing (TD) children versus children more prone to EC impairments due to intrapersonal characteristics (e.g., inattention, disinhibition, etc.). Forty-eight children 5 to 8-years-old (23 with ADHD, …
Biopsychosocial Models Of The Development Of Childhood Disruptive Behaviors, Anne Bernard Arnett
Biopsychosocial Models Of The Development Of Childhood Disruptive Behaviors, Anne Bernard Arnett
Electronic Theses and Dissertations
Hyperactivity/attention problems (HAP) and conduct problems (CP) are common and impairing disruptive behaviors in childhood and adolescence. Previous research has established that HAP and CP are highly comorbid, and that outcomes are worse for youth exhibiting both symptom clusters relative to youth with only one disruptive behavior type. Despite ample evidence that HAP and CP share common etiological factors and maladaptive outcomes, the nature of their developmental association remains unclear. This dissertation clarifies three important characteristics of comorbid HAP and CP development, in two replicate, longitudinal, population samples of youth. First, I test the theory that within-person variation in HAP …
Examining Attention, Impulsiveness, And Cognitive Failures In Driving Behaviors, Russell Thomas Fox
Examining Attention, Impulsiveness, And Cognitive Failures In Driving Behaviors, Russell Thomas Fox
Electronic Theses and Dissertations
Dangerous driving behaviors are influenced by multiple factors including cognitive processes such as impulse inhibition and attentiveness. Impulsiveness, inattention, and cognitive failures have been linked to other risky behaviors, but a comprehensive evaluation using multiple methods of measurement of these has never been conducted to analyze their impact on dangerous driving. The purpose of this study was to examine influences of attentional abilities, impulsiveness, and cognitive failures on reported and demonstrated dangerous driving behaviors. Seventy-five participants completed a self-report dangerous driving measure, a self-report ADHD measure, a self-report impulsiveness measure, a continuous performance task to measure behavioral impulsivity and inattention, …
Molecular Genetic Basis Of Opposite Gene By Environment Interactions In Reading Disability And Attention Deficit/Hyperactivity Disorder, Jennifer Rosenberg
Molecular Genetic Basis Of Opposite Gene By Environment Interactions In Reading Disability And Attention Deficit/Hyperactivity Disorder, Jennifer Rosenberg
Electronic Theses and Dissertations
The goal of this study is to better understand the genetic basis of Reading Disability (RD) and Attention Deficit Hyperactivity Disorder (ADHD) by examining molecular G x E interactions with parental education for each disorder. Research indicates that despite sharing genetic risk factors, RD and ADHD are influenced by different types of G x E interactions with parental education - a diathesis stress interaction in the case of ADHD and a bioecological interaction in RD. In order to resolve this apparent paradox, we conducted a preliminary study using behavioral genetic methods to test for G x E interactions in RD …
Re-Examining The Stop-Signal Task To Test Competing Theories Of Ad/Hd, Laura E. Santerre-Lemmon
Re-Examining The Stop-Signal Task To Test Competing Theories Of Ad/Hd, Laura E. Santerre-Lemmon
Electronic Theses and Dissertations
The current study tested two competing models of Attention-Deficit/Hyperactivity Disorder (AD/HD), the inhibition and state regulation theories, by conducting fine-grained analyses of the Stop-Signal Task and another putative measure of behavioral inhibition, the Gordon Continuous Performance Test (G-CPT), in a large sample of children and adolescents. The inhibition theory posits that performance on these tasks reflects increased difficulties for AD/HD participants to inhibit prepotent responses. The model predicts that putative stop-signal reaction time (SSRT) group differences on the Stop-Signal Task will be primarily related to AD/HD participants requiring more warning than control participants to inhibit to the stop-signal and emphasizes …
Adhd And Working Memory: The Impact Of Central Executive Deficits And Overwhelming Storage/Rehearsal Capacity On Observed Inattentive Behavior, Michael Kofler
Adhd And Working Memory: The Impact Of Central Executive Deficits And Overwhelming Storage/Rehearsal Capacity On Observed Inattentive Behavior, Michael Kofler
Electronic Theses and Dissertations
Inattentive behavior is considered a core and pervasive feature of ADHD; however, an alternative model challenges this premise and hypothesizes a functional relationship between working memory and inattentive behavior. The current study investigated whether inattentive behavior in children with ADHD is functionally related to domain-general central executive and/or subsidiary storage/rehearsal components of working memory. Objective observations of children's attentive behavior by independent observers were conducted while children with ADHD (n=15) and typically developing children (n=14) completed 10 counterbalanced tasks that differentially manipulated central executive, phonological storage/rehearsal, and visuospatial storage/rehearsal demands. Results of latent variable and effect size confidence interval analyses …
Hyperactivity In Boys With Attention-Deficit/Hyperactivity Disorder: A Ubiquitous Core Symptom Or Manifestation Of Working Memor, Jennifer Bolden
Hyperactivity In Boys With Attention-Deficit/Hyperactivity Disorder: A Ubiquitous Core Symptom Or Manifestation Of Working Memor, Jennifer Bolden
Electronic Theses and Dissertations
Hyperactivity is currently considered a core and ubiquitous feature of attention-deficit/hyperactivity disorder (ADHD); however, an alternative model challenges this premise and hypothesizes a functional relationship between working memory (WM) and activity level. The current study investigated whether children s activity level is functionally related to WM demands associated with the domain-general central executive and subsidiary storage/rehearsal components using tasks based on Baddeley s (2007) WM model. Activity level was objectively measured 16 times per second using wrist- and ankle-worn actigraphs while 23 boys between 8 and 12 years of age completed control tasks and visuospatial/phonological WM tasks of increasing memory …
Adhd And Stop-Signal Behavioral Inhibition: Is Mean Reaction Time Contaminated By Exposure To Intermittent Stop-Signals?, Robert Alderson
Adhd And Stop-Signal Behavioral Inhibition: Is Mean Reaction Time Contaminated By Exposure To Intermittent Stop-Signals?, Robert Alderson
Electronic Theses and Dissertations
The current study investigates two recently identified threats to the construct validity of behavioral inhibition as a core deficit of attention-deficit/hyperactivity disorder (ADHD) based on the Stop-signal task: calculation of mean reaction time from go-trials presented adjacent to intermittent stop-trials, and non-reporting of the stop-signal delay metric. Children with ADHD (n=12) and typically developing children (TD) (n=11) were administered the standard stop-signal task and three variant stop-signal conditions. These included a No-Tone condition administered without the presentation of an auditory tone; an Ignore-Tone condition that presented a neutral (i.e., not associated with stopping) auditory tone; and a second Ignore-Tone condition …
Classroom Observation Of Children With Adhd And Their Peers: A Meta-Analytic Review, Michael Kofler
Classroom Observation Of Children With Adhd And Their Peers: A Meta-Analytic Review, Michael Kofler
Electronic Theses and Dissertations
Meta-analysis of 23 between-group direct observation studies of children with ADHD and typically developing peers indicates significant deficiencies in children with ADHD's ability to pay attention in classroom settings. Comparison with 59 single case design studies of children with ADHD suggests generalizability of between-group comparisons. Weighted regression analysis determined that several methodological differences sample characteristics, diagnostic procedures, and observational coding schema have significant effects on observed levels of attentive behavior in the classroom. Best case estimation indicates that after accounting for these factors, children with ADHD are on-task approximately 65% of the time compared to 85% for their …