Child Psychology Commons^™

Classroom Observations Of Attention-Deficit/Hyperactivity Disorder: Patterns And Characteristics Of Attention Over Time, Thomas M. Timko Jr.

Electronic Theses and Dissertations

Investigated differences in attentional processes between children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) and their classroom peers. Models of attention gleaned from laboratory experiments provided a theoretical structure for hypothesizing between-group attentional differences. Seventy-five children with ADHD and 36 normal control children were observed in their regular classrooms over a 1-week time interval. Explication of between-group differences revealed that children with ADHD were approximately 21% less attentive on average. Both groups exhibited an accelerating-decelerating pattern of attention over time, however, children with ADHD cycled at a rate twice that of same-aged peers. Six variables derived from observed attention were examined for …

Wonderwise 4-H: Following In The Footsteps Of Women Scientists, A. N. Spiegel, S. K. Rockwell, D. S. Acklie, K. French, J. Diamond

Department of Educational Psychology: Faculty Publications

Wonderwise 4-H: Women in Science introduces youth to contemporary female scientists in their labs, out in the field, and with their families through nine interactive multimedia kits. Youth learn about the scientist’s occupation and participate in hands-on science activities similar to the actual work of a female scientist role model. Using role models was effective in improving youths’ attitudes about science through engaging activities and realistic videos. A web survey of 150 adult youth leaders showed Wonderwise 4-H brings “real science” into youths’ lives by (a) engaging them in actual scientific activities, (b) increasing their understanding of what science is, …

Psychometric Characteristics Of The Multidimensional Anxiety Scale For Children In Adolescent Samples, Nicole Carlson

Honors Program Theses

Most children and adolescents, on any given day, experience some levels of anxiety. They worry about school, about friendships, and about their physical appearance. For most children and adolescents, these worries are considered a normal part of growing older. ln some cases, these worries take control over the child's life and seriously affect the normal developmental process. When the symptoms of anxiety become excessive and debilitating, a person may be diagnosed with an anxiety disorder. ln the child and adolescent literature, the three primary internalizing disorders are anxiety disorders, somatization disorders, and depressive disorders. This paper focuses on the anxiety …

The Effects Of Social Skills Intervention On The Emotional Intelligence Of Children With Limited Social Skills, Marni B. Betlow

Seton Hall University Dissertations and Theses (ETDs)

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Physical And Behavioral Complaints In Children With Attention-Deficit/Hyperactivity Disorder (Adhd): Paradoxical Effects Of Methylphenidate, Maria M. Coiro

Electronic Theses and Dissertations

Hypotheses concerning paradoxical, psychostimulant-related side effects experienced by ADHD children were examined in the context of a double-blind, placebo-controlled, within subject (crossover) experimental design. Results revealed that behavioral and physical complaints were significantly higher under baseline relative to placebo and the four methylphenidate (MPH) conditions (5-mg, 10-mg, 15-mg, 20-mg) across three symptom categories: ADHD core/secondary symptoms, symptoms common to all children, and symptoms highly specific to MPH. No significant differences were found among active drug conditions. Implications of these findings for assessing and monitoring potential treatment emergent symptoms in children are discussed.

Clima Familiar En El Trastorno Por Déficit De Atención-Hiperactividad [Family Environment In Attention Deficit-Hyperactivity Disorder], Cecilia Montiel-Nava, Isabel Montiel-Barbero, Joaquín A. Peña

Psychological Science Faculty Publications

The effect of family environment on the development of Attention Deficit-Hyperactivity Disorder (ADHD) is not known. We sought to characterize families with children with ADHD in order to better understand the contributions of family environment to the development of ADHD. We collected demographic data, parents’ and teachers’ rating scales, intellectual quotient, and the family environment scale (FES) for 53 children (aged 4-13), 29 with ADHD diagnosis and 24 controls. Statistical analysis indicated a family environment profile within the average range for both samples. There were significant differences between ADHD and controls for the measures of cohesion, intellectual activity orientation, and …

Why Do Young Children Forget Where They Learned Information? The Relation Between Source Monitoring, Theory-Of-Mind Understanding And Suggestibility, Angela D. Evans

Theses and Dissertations (Comprehensive)

In Study one, Fifty young children (3- to 5- year-olds) watched a video and were then interviewed about the video by a Knowledgeable interviewer, who had watched the video with the children, and a Naive interviewer, who had not seen the video. Children were asked yes/no recognition questions, half of which contained misleading suggestions. After five to seven days, children were asked the same yes/no recognition questions by a third Naïve interviewer. Children then completed a source-monitoring task Followed by three theory-of-mind tests. Study two followed the same methodologies as Study one but with an increased sample size (72 children), …

Children's Ability To Use Time-Lines To Recall The Order And Duration Of Single And Repeated Actions, Leanne Lynn Gosse

Theses and Dissertations (Comprehensive)

This study examined the ability of children aged 4-8 to recall temporal information verbally and using a visual 'time-line'. Forty-five children participated in an activity (making a picture of the sky at night) with the researcher, followed by a series of recall tasks. Children were asked to recall location, duration and sequencing information about single autobiographical events that parents provided, as well as single and repeated events from the activity. Results demonstrated developmental increases in children's ability to provide temporal information. The 7-8 year olds were always more accurate than the 5-6 year olds, followed by the 4 year olds. …

Strategies For Universal Prevention Of Depression In Adolescents., Patrick Possel

Faculty and Staff Scholarship

Background: The occurrence of depressive disorders in adolescence is of high individual and social importance because of their prevalence and persistence into adulthood and their co-morbidity with other psychological disorders and psychosocial problems. International researchers have recognized the seriousness of depressive disorders in adolescence and thus have been involved in the development and evaluation of prevention programs.

Methods: This article will present the difficulties encountered in prevention research with adolescents and in the determination of prevention program efficacy. The main focus will be an overview of current prevention programs and their efficacy with special attention paid to programs featured in …

Prediction Of Childhood Externalizing Disorder Outcome: A Variable-Oriented And Person-Oriented Analysis Of Better Beginnings, Better Futures Data, Stephanie C. Cerutti

Theses and Dissertations (Comprehensive)

The current study identified risk factors associated with childhood externalize disorders. Intervention outcomes of children that took part in a community-based, early childhood prevention project, Better Beginnings Better Futures, were studied longitudinally from Grade 3 to Grade 6. Three intervention sites in Ontario (Cornwall, n = 108; Sudbury, n = 134; Highfield, n = 131) and two matched comparison sites in Ontario (Ottawa-Vanier, n = 116; Etobicoke, n = 87) were examined. Risk factors examined at multiple levels of analysis, including the individual, family, and community levels of analysis, were considered. It was expected that higher risk children would respond …