Communication Sciences and Disorders Commons^™

The Relationship Between Coping Behaviors And Misophonia Symptom Severity And Impairment, Ruth Emmon Tyson

Honors Theses

Misophonia is a complex disorder that is characterized by an extreme disliking of sounds. Individuals with misophonia may engage in anxiety-driven coping behaviors that constitute avoidance and safety behaviors. Current literature shows that while coping behavior may offer temporary relief of anxiety and distress, they can lead to persisting anxiety and avoidance of experiences. Given preliminary evidence demonstrating a link between coping behaviors and maintained or worsening symptoms, additional research is warranted to further understand the role of coping behaviors in misophonia. However, few studies have investigated the relationship between coping behaviors and maintenance or worsening of misophonia symptom severity …

Pragmatic Deficits In Attention-Deficit/Hyperactivity Disorder: Systematic Review And Meta-Analysis, Paige Kessler

Honors Theses

Background: Most studies have found pragmatic language skills to be poorer in attention-deficit/hyperactivity disorder (ADHD) populations, but there is no conclusive evidence.

Aim: Our aim was to conduct a meta-analysis of pragmatic language abilities in ADHD populations to more definitively demonstrate the extent of pragmatic language deficits in these populations as compared to typically developing (TD) populations.

Methods and procedures: Journal articles were identified using the search terms ((attention deficit) OR (adhd)) AND (pragmatics). Identified studies were screened and reviewed for inclusion criteria, descriptive information, and outcome variables. A meta-analysis was conducted, and individual effect sizes and overall effect size …

Investigating The Link Between Executive Function And Creativity In School Aged Children, Katherine Crenshaw

Honors Theses

The primary purpose of this research was to examine links between executive function (i.e., EF or conscious control) and creativity in school aged children. To accomplish this, participants completed measurements of creativity (i.e., Alternative Uses) and EF (i.e., the Backwards Digit Span to test working memory, the Delay of Gratification task to test inhibition). I also examined whether a creative manipulation (i.e., free coloring or coloring task-relevant materials) would impact EF performance in the Dimensional Card Change Sort (DCCS) focused on cognitive flexibility. While I did not find evidence for a relationship between my measures of EF and creativity, I …