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1
Couvadelli, Barbara. "NEPSY profiles in children diagnosed with different ADHD subtypes." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5416/.
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The purpose of this study was to determine if attention-deficit/hyperactivity disorder (ADHD) subtypes (predominantly hyperactive/impulsive, ADHD-HI; predominantly inattentive, ADHD-IA; combined, ADHD-C) exhibit distinct neuropsychological profiles, using the Attention and Executive Function subtests of the Developmental Neuropsychological Assessment, (NEPSY) and the omission and commission scores obtained on the Conners' Continuous Performance Test-II (CPT-II), a test that assesses attention processes. The sample was selected using archival data collected in a neurodevelopmental clinic over the past decade and consisted of 138 children between the ages of 6 and 12 years old. Using the Diagnostic and Statistical Manual of Mental Disorders (4th ed.) (DSM-IV) criteria, the children were placed in either the ADHD-HI (n = 40), ADHD-IA (n = 35), or ADHD-C (n = 36) group, or a symptom free comparison group (n = 27). It was hypothesized that children with elevations on the impulsivity/ hyperactivity (ADHD-HI and ADHD-C) scale would be impaired on measures of inhibition and those with elevations on the inattention scale (ADHD-IA and ADHD-C) would be impaired on tests of attention, vigilance, and other executive functions. A one-way multivariate analyses of variance (MANOVA) was conducted (Group X Task), with significant results for overall main effect for group on the 7 dependent variables post hoc tests using the Tukey's honestly significant difference (HSD) revealed the following: the ADHD-HI group scored significantly lower on tests that require behavioral inhibition processes (Knock and Tap, Statue and CPT-Commission errors). The ADHD-IA group scored significantly lower on tests of problem-solving and planning (Tower) but not on tests of attention as was expected. The ADHD-C group scored significantly lower on tests of inhibition, attention, and other executive functions (Auditory Attention Response Set, Visual Attention, Tower, Knock and Tap, Statue, and CPT-Omission and CPT-Commission errors). Overall results suggest that the NEPSY Attention and Executive Function subtests are able to differentiate ADHD subtypes. Recommendations for future research are discussed.
2
Casher, Gabriel. "THE BIG FIVE AND ADHD: AN INVESTIGATION OF SUBTYPES AND EMOTIONAL REGULATION." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/1914.
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Attention-Deficit/Hyperactivity Disorder (ADHD) is a commonly occurring neurodevelopmental disorder in children, affecting 3-7% of children (APA, 2000). Despite the high prevalence of ADHD, conceptualization of its subtypes, ADHD-PI and ADHD-C, remains under debate. One method of describing psychopathology is through the use of personality traits. The current study evaluated relationships between ADHD subtypes, ADHD symptoms, and the Big Five in 83 children between 8 and 12 years of age. Children with ADHD were consistently rated as having lower Agreeableness, Conscientiousness, and Openness than children without ADHD. Additionally, children with ADHD-PI had the lowest Openness, and children with ADHD-C had the lowest Conscientiousness, although these results differed by rater. When evaluating the symptom domains of ADHD, Extraversion, Conscientiousness, and Emotional Instability were associated with H/I, whereas only Conscientiousness was associated with inattention. Hyperactivity, specifically, was related to Extraversion, Conscientiousness, and Emotional Instability, whereas impulsivity was related to Conscientiousness and Emotional Instability only. Last, connections between the Emotional Regulation, Emotional Instability, and H/I are discussed. Implications regarding the use of personality measures to describe psychopathology in childhood are discussed, as are the challenges of using multiple raters in clinical populations.
3
Liggett, Amy Elaine. "Piloting auditory selective and sustained attention tasks on ADHD subtypes and a comparison group /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Bluschke, Annet, Jacqueline Schuster, Veit Roessner, and Christian Beste. "Neurophysiological mechanisms of interval timing dissociate inattentive and combined ADHD subtypes." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2018. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-234834.
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It is far from conclusive what distinguishes the inattentive (ADD) and the combined (ADHD-C) subtype of ADHD on the neuronal level. Theoretical considerations suggest that especially interval timing processes may dissociate these subtypes from each other. Combining high-density EEG recordings with source localization analyses, we examine whether there are ADHD-subtype specific modulations of neurophysiological processes subserving interval timing in matched groups of ADD (n = 16), ADHD-C (n = 16) and controls (n = 16). Patients with ADD and ADHD-C show deficits in interval timing, which was correlated with the degree of inattention in ADD patients. Compared to healthy controls, patients with ADHD-C display a somewhat weaker, yet consistent response preparation process (contingent negative variation, CNV). In patients with ADD, the early CNV is interrupted, indicating an oscillatory disruption of the interval timing process. This is associated with activations in the supplemental motor areas and the middle frontal gyrus. Patients with ADD display adequate feedback learning mechanisms (feedback-related negativity, FRN), which is not the case in patients with ADHD-C. The results suggest that altered pacemaker-accumulation processes in medial frontal structures distinguish the ADD from the ADHD-C subtype. Particularly in patients with ADD phasic interruptions of preparatory neurophysiological processes are evident, making this a possible diagnostic feature.
5
Ter-Stepanian, Mariam. "Executive functioning in children diagnosed with ADHD : examining DSM-IV subtypes and comorbid disorders." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=111520.
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Objective. To examine the profile of executive function (EF) performance in children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) as function of their subtypes and comorbid disorders. Methods. Two hundred and eighteen, 6-12 year old children clinically diagnosed with ADHD were characterised according to their clinical profile. Various EF domains were assessed while children were not on medication. General cognitive performance was assessed using Wechsler Intelligence Scale for Children. Results. 54.1% of children were diagnosed with combined subtype, 34.9% with inattentive subtype and 11% with hyperactive subtype. Significant age difference was found in ADHD subtype distribution and significant age and IQ difference was found in EF performance. After controlling for age and IQ no association was found between EF and ADHD subtypes or EF and comorbid disorders. Conclusion. These results indicate that age and IQ play an important role in cognitive task performance.
6
Knight, Katherine Ellis. "Attention Deficit Hyperactivity Disorder (ADHD) in Adolescents: An Investigative Study of Dopamine and Norepinephrine Systems." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/247278.
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A better understanding of the neural mechanisms associated with Attention Deficit Hyperactivity Disorder (ADHD) and related cognitive deficits can potentially clarify the neural circuits involved in ADHD symptoms, help define neurobiologically informed subtypes and aid in developing more refined treatments. Two neurotransmitter (NT) systems have been implicated in ADHD: Dopamine (DA), and Norepinephrine (NE), and the primary cognitive deficits associated with ADHD are in working memory, response inhibition, reaction time variability, and reward processing. Frank et al. (2007a) proposes, based on computational models, that DA is associated with deficits in reward-based learning and updating of working memory, while NE is associated with deficits in response inhibition and greater response variability. Therefore, it might be possible to learn more about the NT systems' specific roles in ADHD by studying the associated cognitive deficits. The primary goal of this study was to assess performance in adolescents with and without ADHD on a number of cognitive tasks. We expected that the Attention Deficit Hyperactivity Disorder - Inattentive Subtype (ADHD-I) group would perform the worst on NE tasks and that the Attention Deficit Hyperactivity Disorder - Combined Subtype (ADHD-C) group would perform the worst on DA tasks, and that both groups would perform worse than controls on all tasks. Instead, we found that the ADHD-I group performed the most poorly on updating of working memory, while the ADHD-C group performed the best on this variable. However, the ADHD-C group performed worst on overall working memory. Dimensional analyses revealed that hyperactivity/impulsivity is positively correlated with updating of working memory, while inattention is negatively correlated with updating of working memory. In addition, hyperactivity/impulsivity was positively correlated with reaction time variability. In conclusion, it is likely that the roles of these NT systems are not as mutually exclusive as initially expected. It is also possible that our ADHD group was performing more like control groups in other studies, which might be due to a more 'pure' ADHD sample with less comorbid Oppositional Defiant Disorder (ODD) and Conduct disorder (CD), or could be due to a less symptomatic ADHD group.
7
Kofler, Michael. "ADHD and Working Memory: The Impact of Central Executive Deficits and Overwhelming Storage/Rehearsal Capacity on Observed Inattentive Behavior." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2465.
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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 revealed two conditions that completely accounted for the attentive behavior deficits in children with ADHD: (a) placing demands on central executive processing, the effePh.D.
Department of Psychology
Sciences
Psychology PhD
8
Raiker, Joseph S. "Impulsivity and attention-deficit/hyperactivity disorder (ADHD) testing competing predictions from the working memory and behavioral inhibition models of ADHD." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4824.
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Impulsivity is a hallmark of two of the three DSM-IV ADHD subtypes and is associated with myriad adverse outcomes. Limited research, however, is available concerning the mechanisms and processes that contribute to impulsive responding by children with ADHD. The current study tested predictions from two competing models of ADHD--working memory (WM) and behavioral inhibition (BI)--to examine the extent to which ADHD-related impulsive responding was attributable to model-specific mechanisms and processes. Children with ADHD (n = 21) and typically developing children (n = 20) completed laboratory tasks that provided WM (domain-general central executive (CE), phonological/visuospatial storage/rehearsal) and BI indices (stop-signal reaction time (SSRT), stop-signal delay, mean reaction time). These indices were examined as potential mediators of ADHD-related impulsive responding on two diverse laboratory tasks used commonly to assess impulsive responding (CPT: continuous performance test; VMTS: visual match-to-sample). Bias-corrected, bootstrapped mediation analyses revealed that CE processes significantly attenuated between-group impulsivity differences, such that the initial large-magnitude impulsivity differences were no longer significant on either task after accounting for ADHD-related CE deficits. In contrast, SSRT partially mediated ADHD-related impulsive responding on the CPT but not VMTS. This partial attenuation was no longer significant after accounting for shared variance between CE and SSRT; CE continued to attenuate the ADHD-impulsivity relationship after accounting for SSRT. These findings add to the growing literature implicating CE deficits in core ADHD behavioral and functional impairments, and suggest that cognitive interventions targeting CE rather than storage/rehearsal or BI processes may hold greater promise for alleviating ADHD-related impairments.ID: 030646239; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.S.)--University of Central Florida, 2011.; Includes bibliographical references (p. 41-55).
M.S.
Masters
Psychology
Sciences
Psychology Clinical
9
Cannon, Megan. "The Relationship Among Attention Deficit/Hyperactivity Disorder (ADHD) Subtypes, Oppositional Defiant Disorder (ODD), and Parenting Stress." NSUWorks, 2013. http://nsuworks.nova.edu/cps_stuetd/16.
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Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common behavioral disorders diagnosed within childhood and affects approximately 9.5% of children in the United States. Additionally, approximately 35% to 60% of clinic-referred children will also meet the criteria for Oppositional Defiant Disorder (ODD). Increased levels of parenting stress are commonly experienced among parents of children diagnosed with ADHD and a number of factors contribute to this association. ADHD subtype has consistently presented itself as a factor; however, observing parenting stress levels between ADHD subtypes and ADHD with comorbid ODD within the same study has not been pursued in the literature. The present study utilized the Parenting Stress Index-Short Form (PSI/SF) to compare scores on the Total Stress, Parental Distress, and Parent-Child Dysfunctional interaction scales among mothers of children diagnosed with ADHD Predominantly Inattentive Type (ADHD-I), ADHD Combined Type (ADHD-C) and comorbid ADHD and ODD (ADHD/ODD). Following a One-Way Analysis of Covariance, a significant difference was found on the level of Total Stress reported by mothers of children diagnosed with ADHD/ODD when compared with mothers of children diagnosed with ADHD-C. No other significant differences were uncovered.
Additionally, the current study attempted to gain a better understanding of the relationship between parenting stress and chronological age of the diagnosed child by observing the correlation between child age and the level of parenting stress reported by mothers of children diagnosed with ADHD, in addition to a comorbid diagnosis of ADHD and ODD. Pearson product-moment correlation coefficients were calculated between child age and the Total Stress and Difficult Child scales on the PSI/SF; however neither achieved statistical significance. Finally, the present study compared the correlations between child age and maternal scores on the Total Stress and Difficult Child scales on the PSI/SF among children with a sole diagnosis of ADHD, to those of children with a comorbid diagnosis of ADHD/ODD. Correlations within the ADHD/ODD group among child age and the Total Stress and Difficult Child scales were both in the negative direction. In contrast, the correlations within the ADHD group were both in a positive direction.
10
Zieman, Stephen Francis. "Performance Analysis on the WISC-IV Working Memory and Processing Speed Index Among ADHD subtypes." NSUWorks, 2010. http://nsuworks.nova.edu/cps_stuetd/78.
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Attention Deficit Hyperactivity Disorder (ADHD) is one of the most prominent neurobehavioral disorders of childhood that is heavily researched and often revised. Deficits in attention/concentration, impulsivity, inhibition, information processing speed, working memory and executive functioning manifest differently according to subtype diagnosis for both children and adults. As a result, previous attempts to construct a unifying theory of ADHD with neural correlates and quantifiable performance discrepancies have resulted in a proliferation of literature reviews citing both significant and insignificant research findings. The purpose of the current study was to construct a homogenous sample of children diagnosed with ADHD and examine purported subtype differences in working memory and information processing speed using the Wechsler Intelligence Scales for Children - Forth Edition (WISC-IV). Sixty participants were selected from archival data from two clinical sites and separated into three groups according to the current DSM-IV-TR ADHD subtype criteria: ADHD Predominately Inattentive type (ADHD-IN), ADHD Predominately Hyperactive/Impulsive type (ADHD-HY), and ADHD Combined type (ADHD-C). Significant differences within groups were revealed on the Coding subtest and Processing Speed Index (PSI) relative to performance on the Perceptual Reasoning Index (PRI). No significant between groups or interaction effects were revealed. While the goal of the current study was aimed at discovering evidence of greater deficits in processing speed by the ADHD-IN group compared to the other two groups, processing speed was reduced for the entire sample providing more evidence of a possible neurological deficit/basis inherent to ADHD. The results of the current study provided minimal evidence of differences on WISC-IV measures of working memory within the current sample. The current study was successful in correcting previous methodological flaws inherent in the relevant literature by constructing a truly homogenous sample of ADHD and provided strong evidence for the necessity of an accurate diagnosis of ADHD subtypes.
11
Sarver, Dustin. "Hyperactivity in attention-deficit/hyperactivity disorder (ADHD): Testing functional relationships with phonological working memory performance and attention." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5856.
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Excessive gross motor activity is currently considered a ubiquitous and disruptive feature of attention-deficit/hyperactivity disorder (ADHD); however, an alternative model challenges this premise and hypothesizes a functional relationship between activity level, attention, and working memory. The current study investigated whether, and the extent to which, particular forms of gross motor activity are functionally related to children's attention and phonological working memory performance. Objective observations of children's gross motor movements and attention by independent observers were conducted while children with ADHD (n = 29) and typically developing children (n = 23) completed multiple counterbalanced tasks entailing low and high phonological working memory demand. The tasks were then sequenced hierarchically to reflect the lowest to highest activity level condition for each child. Results revealed that (a) ADHD-related phonological working memory performance deficits are moderated by increases in intra-individual activity level, (b) heightened activity level impacts performance independently of changes in observed attention, and (c) increases in particular forms of movement (foot movement and out-of-chair movement) contribute to greater phonological working memory performance within the context of attentive behavior. The findings collectively indicate that phonological working memory deficits in children with ADHD are associated with an inability to up-regulate motor activity to facilitate optimal task performance, and that behavioral treatments targeting reductions in certain forms of hyperactivity may have unintended consequences on working memory functioning in ADHD.Ph.D.
Doctorate
Psychology
Sciences
Psychology; Clinical Psychology
12
Wolfe, Monica Eileen. "Executive function processes: inhibition, working memory, planning and attention in children and youth with Attention Deficit Hyperactivity Disorder." Texas A&M University, 2004. http://hdl.handle.net/1969.1/3352.
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This study examines the roles of inhibition, attention, working memory, and
planning in youth with and without ADHD. As conceptualized in theories of attention,
inhibition, and working memory, difficulties with these executive processes interact to
manifest in the behavioral syndrome(s) of ADHD. Barkley (1997) proposed disinhibition
as the primary deficit of ADHD. Rapport, Chung, Shore, Denney, & Isaacs, (2000)
theorized that ADHD results from a primary deficit in working memory. Mirsky (1987)
proposed a model of attention which children with ADHD have deficits in abilities to
focus/execute, encode and sustain attention. Posner and Petersen (1990) proposed that
three attentional networks are responsible for attentional processes and those children
with ADHD have deficits in the vigilance network. To investigate the contributions of
inhibition, working memory, attention, and planning in executive dysfunction in children
with ADHD, measures were selected from factor analytic studies.
Children with ADHD-Combined Type demonstrated poorer inhibition and
working memory than children with no diagnosis after controlling for IQ effects. No
differences in planning and attention were indicated after controlling for IQ effects.
However, a predictive discriminant analysis indicated that none of the executive
processes contributed to the prediction of group membership. Given correlational and
predictive discriminant analysis results, further analyses were conducted to investigate
the contribution of the measures selected for the domains. The theoretical model did not
represent a good fit of the data. A three-factor model indicated the best representation
suggesting that inhibition and attention were not separable. There were no group
differences with the revised measurement model for inhibition/attention, working
memory and planning. Taken together, results indicated measures originally selected to
tap executive function may not be clean measures of inhibition, working memory,
planning, or attention processes. In addition, recently proposed theories overlap and
conceptualize the multiple constructs involved in ADHD with a variety of
methodologies, further contributing to difficulties in interpreting results and
measurement issues.
13
Vadnais, Sarah. "Processing Speed in Attention-Deficit/Hyperactivity Disorder and the Predictors of Processing Speed in a Sample of ADHD and Controls." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1664.
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The purposes of the present study were to determine which aspects of processing speed are affected in Attention-Deficit/Hyperactivity Disorder (ADHD) and which cognitive and motoric skills predict processing speed performance. Results indicated that children with ADHD performed slower than controls on perceptual and visual-motor speed measures (Symbol Search and Coding) but not on reaction time or cognitive speed measures (Simple Reaction Time and Decision Speed). Those with ADHD-PI were particularly affected. Verbal working memory predicted Symbol Search, Coding and Decision Speed performance, while graphomotor speed predicted Coding, and fine motor dexterity predicted Decision Speed. Thus, children with ADHD may struggle on tasks with greater perceptual and visual-motor demands, which may be related to the inattention dimension. Furthermore, this study provides further evidence for the relationship between working memory and processing speed, especially central executive involvement in processing speed. Other theoretical and clinical implications are discussed for classroom and clinic interventions.
14
Puffenberger, Synthia Sandoval. "The Efficacy of Working Memory Training for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder- Combined type compared to Children and Adolescents with Attention-Deficit/Hyperactivity Disorder- Primarily Inattentive type." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299618303.
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Strand, Michael. "Interactions Between Working Memory Demands, Motor Activity, and Self-Reported Ratings of ADHD." Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1003.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Arts and Sciences
Psychology
16
Doherty, Brianna Ruth. "Atypical attention and autism spectrum disorders (ASD) symptoms : development and interactions with learning and memory." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:594bd809-694c-4ba7-b936-4ada117579c7.
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This thesis investigates the nature of atypical attention in relation to autism spectrum disorders (ASD) symptoms, as well as the mechanisms by which it may relate to social impairment. First, does atypical non-social attention predict social impairment over time in the context of ASD, suggestive of a causal relationship? Second, if atypical attention plays a role in social impairments in ASD, what is the mechanism? With regards to the first question, longitudinal data with children at familial risk for ASD demonstrated a unidirectional relationship between non-social attention and social functioning at the cognitive level: 2-year-old non-social attention predicted 3- year-old face recognition, but there was no relationship between 2-year-old face popout and 3-year-old visual search. Additionally, we examined the relationships between ASD and ADHD symptoms over three years in children at high risk for bothâchildren with fragile X syndrome. This allowed for investigating atypical non-social attention and social impairment at the symptoms level, again revealing a unidirectional relationship with ADHD symptoms predicting ASD symptoms over time but not the reverse. These findings suggest that atypical non-social attention may contribute to social impairment. With regards to the second question, a novel eye-tracking and visual search paradigm revealed how task irrelevant social stimuli in natural scenes can lead to poorer subsequent explicit spatial contextual memory and altered memory-guided attention orienting - effects that were moderated by autistic traits and social anxiety within a neurotypical population. Further, this research found cross-sectional development, comparing 6-10-year-old children to young adults, and investigated the neural markers of social stimuli's effect on memory. These studies suggest a possible mechanism whereby a reduced social attention bias could lead autistic individuals to learn and remember less about people and the social world and result in social impairment.
17
Hou, Wai-kai, and 侯維佳. "Developmental trends in the working memory of children with and without attention-deficit/hyperactivity disorder (ADHD)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29719768.
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Sarver, Dustin E. "ADHD behavior problems and near- and long-term scholastic achievement differential mediating effects of verbal and visuospatial memory." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4535.
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The current study examined verbal and visuospatial memory abilities as potential mediators of the relationship among ADHD behavior problems and near- and long-term scholastic achievement. Scholastic achievement was measured initially and at 4-year follow-up in an ethnically diverse sample of children (N = 325). Nested composite (reading, math, language) and domain-specific reading structural equation models revealed that ADHD behavior problems exerted a negative influence on scholastic achievement measures, both initially and at follow-up. Much of this influence, however, was mediated by verbal memory's contribution to near-term achievement, whereas visuospatial memory contributed more robustly to long-term achievement. For the domain-specific math achievement model, the collective influence of verbal and visuospatial memory fully mediated the direct influence of ADHD behavior problems on near-term math achievement, and visuospatial memory alone contributed to both near- and long-term achievement. In all models, measured intelligence made no contribution to later achievement beyond its initial influence on early achievement. The results contribute to the understanding of the developmental trajectory of scholastic achievement, and have potential implications for developing remedial programs targeting verbal and visual memory deficits in children with ADHD behavior problems.ID: 030423171; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.S.)--University of Central Florida, 2010.; Includes bibliographical references (p. 33-42).
M.S.
Masters
Department of Psychology
Sciences
19
Bolden, Jennifer. "HYPERACTIVITY IN BOYS WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER: A UBIQUITOUS CORE SYMPTOM OR MANIFESTATION OF WORKING MEMOR." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3235.
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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 demands. All children exhibited significantly higher activity rates under all WM relative to control conditions, and children with ADHD (n=12) moved significantly more than typically developing children (n=11) under all conditions. Activity level in all children was associated with central executive but not storage/rehearsal functioning, and higher activity rates exhibited by children with ADHD under control conditions were fully attenuated by removing variance directly related to central executive processes.M.S.
Department of Psychology
Sciences
Psychology Clinical MS
20
Hanson, Christine Adelaide. "The Efficacy of Working Memory Training as a Treatment for Children and Adolescents with Attention Deficit Hyperactivity Disorder." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253033536.
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Austin, Kristin Elizabeth. "Working memory and social competence in individuals with attention-deficit/hyperactivity disorder (ADHD) symptoms and autism spectrum disorder (ASD) traits." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/78470.
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Attention Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) are heterogeneous neurodevelopmental disorders with similar functional impairments. Specifically, working memory (WM) deficits have been found in studies of both ADHD and ASD and social competence has been identified as an area in which these individuals also struggle. The purpose of this study was (a) to identify which components of working memory (WM; based on Baddeley's 2000 model) are deficient and (b) to explore how WM deficits contribute to social problems in individuals with varying levels of ADHD symptoms and ASD traits. It was hypothesized that visuospatial (VS) WM deficits would be evident in the three analogue clinical groups, phonological (PH) WM and central executive (CE) deficits would be more evident in groups with high ADHD symptoms, all three analogue clinical groups would have lower social competence, and WM abilities would moderate the relationship between ADHD symptoms and social competence. In Phase I, 1311 undergraduate students participated in an online survey on general psychopathology, ADHD symptoms, and ASD traits. From this sample, a subgroup (n = 60) completed Phase II, an in-lab session that included WM tasks, a brief cognitive assessment, and social conversation task. Although WM deficits were not identified for any group, all participants demonstrated worse performance on the VS WM task than the PH WM task. However, WM abilities did not moderate the relationship between ADHD symptoms and social competence. Exploratory analyses were conducted with similar results. Limitations and suggestions for future research are discussed.Ph. D.
22
Bertaglia, Everton Barbosa. "Efeitos da sibutramina e do metilfenidato em modelo animal do Transtorno do Déficit de Atenção e Hiperatividade (TDAH) induzido em camundongos por etanol no período pós-natal." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/10/10133/tde-22062017-121424/.
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O transtorno do déficit de atenção e hiperatividade (TDAH) é uma condição que pode ser caracterizada pela falta de atenção, impulsividade e hiperatividade. A fisiopatologia do TDAH está relacionada, principalmente, a alterações no sistema dopaminérgico, noradrenérgico e serotoninérgico do sistema nervoso central. Dentre os tratamentos utilizados destaca-se a farmacoterapia com metilfenidato, potencial droga de abuso, que age como inibidor da recaptação de dopamina, noradrenalina e serotonina; por outro lado, o sal de sibutramina monoidratada, que possui mecanismo de ação farmacológico semelhante nestes sistemas de neurotransmissão central, ainda não teve sua utilização testada em um modelo do TDAH. Assim, o objetivo deste trabalho foi estudar os efeitos da administração prolongada (28 32 dias) de sibutramina e de metilfenidato em modelo animal do TDAH induzido pela exposição ao etanol no período pós-natal em camundongos, avaliando-se o ganho de peso semanal, o consumo de água e de ração, bem como o comportamento animal, por meio da avaliação geral no campo aberto e nos testes do labirinto em cruz elevado, da suspensão pela cauda, do reconhecimento de objetos e do labirinto em T. Foram avaliados também os níveis dos neurotransmissores e seus metabólitos em diferentes estruturas cerebrais. Os resultados mostraram que o modelo animal do TDAH induzido pela exposição ao etanol no período pós-natal apresentou hipoatividade no campo aberto seguida de aumento da atividade, não apresentou alterações nos níveis de ansiedade no labirinto em cruz elevado, como também mostrou comportamento tipo-depressivo no teste de suspensão pela cauda e marcante déficit na memória de trabalho e atenção no teste de reconhecimento de objetos e labirinto em T. Em relação ao tratamento prolongado com sibutramina e metilfenidato, não foram observadas alterações no ganho de peso semanal e consumo de água e ração. No campo aberto o metilfenidato normalizou a atividade dos camundongos, enquanto a sibutramina causou hiperatividade. No labirinto em cruz elevado não foram observadas alterações nos níveis de ansiedade. No teste de suspensão pela cauda o metilfenidato ocasionou comportamento tipo-depressivo nos camundongos salina, enquanto a sibutramina reverteu os efeitos depressivos dos etanol. O metilfenidato melhorou a memória de trabalho e atenção dos camundongos que receberam etanol tanto no teste de reconhecimento de objetos quanto no labirinto em T, já a sibutramina foi capaz de fazê-lo apenas no labirinto em T.The attention deficit hyperactivity disorder (ADHD) is a condition that can be characterized by the lack of attention, impulsivity and hyperactivity. The pathophysiology of ADHD is related mainly to changes in the dopaminergic system, noradrenergic and serotoninergic of central nervous system. Among the treatments used stands out the pharmacotherapy with methylphenidate, potential drug of abuse, which acts as an inhibitor of the reuptake of dopamine, noradrenaline and serotonin; on the other hand, the salt of sibutramine monohydrate, which has a pharmacological mechanism of action similar in these systems of central neurotransmission, have not had their use tested in a model of ADHD. Thus, the objective of this work was to study the effects of prolonged administration (28 - 32 days) of sibutramine and methylphenidate in an animal model of ADHD induced by exposure to ethanol in the postnatal period in mice, evaluating the weight gain weekly, the consumption of water and feed, as well as animal behavior, through the general assessment in open field, and in the elevated plus maze, and in the tests of tail suspension, the recognition of objects and the T maze. We evaluated the levels of neurotransmitters and their metabolites in different brain structures. The results showed that the animal model of ADHD induced by exposure to ethanol in the postnatal period showed hypoactivity in the open field followed by increased activity, showed no changes in the levels of anxiety in the elevated plus maze, as also shown depressive-like behavior in the tail suspension test and striking deficit in working memory and attention in the test of recognition of objects and T maze. In relation to the prolonged treatment with sibutramine and methylphenidate, no alterations were observed in weight gain weekly, and consumption of water and food. In the open field, methylphenidate normalized the activity of mice, while sibutramine caused hyperactivity. In the elevated plus maze no changes were observed in anxiety levels. In the tail suspension test methylphenidate caused depressive-like behavior in mice salina, while sibutramine reversed the effects of depression of ethanol. Methylphenidate has improved the working memory and attention of mice that received ethanol both in the test of recognition of objects as the maze in T, since sibutramine was able to do it only in the maze in T.
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Bolden, Jennifer. "Understanding Phonological Memory Deficits in Boys with Attention-deficit/Hyperactivity Disorder (ADHD): Dissociation of Short-Term Storage and Articulatory Rehearsal Processes." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5132.
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current study dissociated and examined the two primary components of the phonological working memory subsystem – the short-term store and articulatory rehearsal mechanism – in boys with ADHD (n = 18) relative to typically developing boys (n = 15). Word lists of increasing length (2, 4, and 6 words per trial) were presented to and recalled by children following a brief (3 s) interval to assess their phonological short-term storage capacity. Children's ability to utilize the articulatory rehearsal mechanism to actively maintain information in the phonological short-term store was assessed using word lists at their established memory span but with extended rehearsal times (12 s and 21 s delays). Results indicate that both phonological short-term storage capacity and articulatory rehearsal are impaired or underdeveloped to a significant extent in boys with ADHD relative to typically developing boys, even after controlling for age, SES, IQ, reading ability, and reading speed. Larger magnitude deficits, however, were apparent in short-term storage capacity (ES = 1.15 to 1.98) relative to articulatory rehearsal (ES = 0.47 to 1.02). These findings are consistent with previous reports of deficient phonological short-term memory in boys with ADHD, and suggest that future attempts to develop remedial cognitive interventions for children with ADHD will need to include active components that require children to hold increasingly more information over longer time intervals.ID: 031001533; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: .; Title from PDF title page (viewed August 21, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 30-37).
Ph.D.
Doctorate
Psychology
Sciences
Psychology; Clinical Psychology
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Puffenberger, Synthia Sandoval. "Moderating effects of Hyperactivity/Impulsivity and Oppositional Behavior on Working Memory Training for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405642886.
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Di, Pinto Marcos Barakat Lamia. "The ecological validity of the behavior rating inventory of executive function (BRIEF) in attention deficit hyperactivity disorder : predicting academic achievement and social adaptive behavior in the subtypes of ADHD /." Philadelphia, Pa. : Drexel University, 2006. http://dspace.library.drexel.edu/handle/1860%20/845.
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Krča, Michal. "Making better serious games for children with ADHD : Guidelines for designing motivational video game training." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-12448.
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This study examines how serious games may be designed and developed to contain engaging working memory (WM) training exercises. Video games have a high potential as WM exercise environment for children with ADHD, but it is still difficult to create a long-term training solution due to their problem to retain attention. This thesis aims for better understanding of ADHD children’s motivation to be trained by describing the creation of a game prototype that was designed with the help from WM experts, workshops with designers working on previous prototypes of the same game, guidance from medical doctors specialized on ADHD, and by using a methodical formal game design approach along with frequent user tests. The results of the presented prototype showed an increase in play-time and in retention of player’s attention over time in comparison to the previous prototype. The study concludes how game design resonated with the target audience.
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Lupas, Kellina K. "Using near infrared spectroscopy to examine dorsolateral prefrontal activation patterns during working memory tasks in individuals with Attention Deficit Hyperactivity Disorder." Ohio University Honors Tutorial College / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1307382284.
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Orban, Sarah. "Do programs designed to train working memory, other executive functions, and attention benefit children with ADHD? A meta-analytic review of cognitive, academic, and behavioral outcomes." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5997.
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Children with ADHD are characterized frequently as possessing underdeveloped executive functions and sustained attentional abilities, and recent commercial claims suggest that computer-based cognitive training can remediate these impairments and provide significant and lasting improvement in their attention, impulse control, social functioning, academic performance, and complex reasoning skills. The present review critically evaluates these claims through meta-analysis of 25 studies of facilitative intervention training (i.e., cognitive training) for children with ADHD. Random effects models corrected for publication bias and sampling error revealed that studies training short-term memory alone resulted in moderate magnitude improvements in short-term memory (d= 0.63), whereas training attention did not significantly improve attention and training mixed executive functions did not significantly improve the targeted executive functions (both nonsignificant: 95% confidence intervals include 0.0). Far transfer effects of cognitive training on academic functioning, blinded ratings of behavior (both nonsignificant), and cognitive tests (d= 0.14) were nonsignificant or negligible. Unblinded raters (d= 0.48) reported significantly larger benefits relative to blinded raters and objective tests (both p < .05), indicating the likelihood of Hawthorne effects. Critical examination of training targets revealed incongruence with empirical evidence regarding the specific executive functions that are (a) most impaired in ADHD, and (b) functionally related to the behavioral and academic outcomes these training programs are intended to ameliorate. Collectively, meta-analytic results indicate that claims regarding the academic, behavioral, and cognitive benefits associated with extant cognitive training programs are unsupported in ADHD. The methodological limitations of the current evidence base, however, leaves open the possibility that cognitive training techniques designed to improve empirically documented executive function deficits may benefit children with ADHD.M.S.
Masters
Psychology
Sciences
Psychology Clinical
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Hagberg-van't, Hooft Ingrid. "Cognitive rehabilitation in children with acquired brain injuries /." Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-380-9/.
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Bigorra, Gualba Aitana. "Entrenamiento cognitivo en memoria de trabajo para niños con TDAH: ensayo clínico aleatorizado." Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/402403.
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Objetivos: En el TDAH existen déficits en las Funciones Ejecutivas (FFEE) y en especial en la Memoria de trabajo (MT), que repercuten negativamente en el rendimiento académico, los síntomas clínicos, y la adaptación funcional. Los objetivos de este estudio fueron analizar la eficacia de un entrenamiento computarizado en MT sobre otras FFEE frías y calientes, aprendizajes, síntomas clínicos y adaptación funcional. Método: Se incluyeron 66 niños con TDAH tipo combinado entre 7 y 12 años de edad de una Unidad de Psiquiatría Infantil y Adolescente en este ensayo clínico controlado con placebo, a doble ciego y con asignación aleatoria a realizar un entrenamiento computarizado en MT (RoboMemo®, Cogmed Working Memory Training™) (n=36) o un entrenamiento placebo (n=30). Se realizaron evaluaciones en la línea base, entre 1-2 semanas post intervención y 6 meses post intervención administrando escalas y pruebas cognitivas de FFEE frías y calientes, y cuestionarios de síntomas clínicos y de adaptación funcional. Los participantes, sus familias, profesores y los profesionales que realizaron las evaluaciones cognitivas fueron ciegos. También se realizaron correlaciones entre MT y FFEE calientes en la línea base para clarificar la naturaleza de la relación entre ambos aspectos. Resultados: El análisis ajustado a través de regresión lineal múltiple reveló mejoras significativas en escalas de FFEE frías especialmente a largo plazo, en medidas cognitivas de FFEE frías inhibición de respuesta y atención sostenida a corto plazo (que se mantuvieron a largo plazo), y en síntomas TDAH y adaptación funcional en el entorno escolar a largo plazo. Los tamaños del efecto fueron en su mayoría de moderados a grandes. Se hallaron correlaciones estadísticamente significativas entre MT y Teoría de la mente (ToM) en la línea base, pero no entre MT y toma de decisiones. El análisis ajustado a través de regresión lineal múltiple no mostró mejoras estadísticamente significativas en FFEE calientes ToM y toma de decisiones en ningún momento temporal. Conclusiones: El entrenamiento en MT tuvo un impacto significativo sobre déficits relevantes en el TDAH al producir mejoras far-transfer a largo plazo sobre FFEE frías, síntomas clínicos, y adaptación funcional. No existe relación entre MT y toma de decisiones en el TDAH. Existe relación entre MT y ToM, pero el entrenamiento en MT no produjo mejoras far-transfer sobre los déficits de ToM en el TDAH.Objective: ADHD affects working memory (WM) and other executive functions (EF) which negatively impact school performance, clinical symptoms, and functional impairment. The aims of the present study were to analyse the efficacy of a computerised WM training on other cool and hot EF, learning, clinical symptoms, and functional impairment. Method: 66 children with combined-type ADHD between 7-12 years of age from a Child and Adolescent Psychiatric Unit were included in this randomized, double-blind, placebo-controlled, parallel-group clinical trial. The participants were randomized (1:1) to an experimental group (RoboMemo®, Cogmed Working Memory Training™) (n=36) or a control group (placebo training). Assessments were conducted at baseline (T0), 1-2 weeks (T1), and 6 months post-intervention (T2) with the administration of EF rating scales, performance-based measures of cool and hot EF, measures of academic achievement, and questionnaires regarding clinical symptoms and functional impairment. The participants, their parents, their teachers and professionals who performed the cognitive assessments were blinded. Correlational analysis between WM and hot EFs at baseline were also performed to better clarify the nature of this interrelation. Results: Adjusted multiple linear regression analysis showed significant improvements in cool EF scales, especially at long-term, in performance-based measurements of cool EFs response inhibition and sustained attention at short-term (that persisted at long-term), and in ADHD symptoms and functional impairment in school environment at long-term. Effect sizes were mostly moderate to large. Statistically significant correlations were found between WM and Theory of mind (ToM) measures at baseline, but not between WM and decision-making. Adjusted multiple linear regression analysis showed not significant improvements in hot EFs decision-making or ToM at any point time. Conclusions: WM training had a significant impact on ADHD deficits achieving long-term far-transfer effects on cool EFs, ADHD symptoms, and functional impairment. There was no relationship between WM and decision-making in ADHD. A relationship was found between WM and ToM, but CWMT did not show far-transfer effects on ToM deficits in ADHD.
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Gomes, Lisa. "Attention and memory in boys with predominantly inattentive and combined subtypes of ADHD." Thesis, 2011. http://hdl.handle.net/1885/8867.
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Attention-Deficit/Hyperactivity Disorder (ADHD) is a common disorder in childhood which can have a significant impact upon many facets of a child’s life. The ADHD-Predominantly Inattentive (ADHD-PI) and ADHD-Combined (ADHD-C) subtypes share clinically significant problems of inattention, but differ from one another in the presence of clinically significant levels of hyperactivity-impulsivity for the latter subtype. Important differences between the ADHD-PI and ADHD-C subtypes have emerged in the ADHD literature pertaining to demographic and family characteristics, and psychosocial functioning. In addition, some theoretical conceptualisations of ADHD (e.g., Barkley, 1997; Sonuga-Barke, 2002) have distinguished between the subtypes, with Milich, Balentine, and Lynam’s (2001) having further asserted that the ADHD-PI and ADHD-C are distinct and unrelated disorders.
In the school context, children with either ADHD subtype have been found to display marked problems with their learning. Studies that have investigated the nature of the fundamental building blocks of learning-attention and memory-in ADHD have found mixed results pertaining to differences between the subtypes. At present, consensus has not been reached in the literature regarding the precise nature of attention and memory deficits for the ADHD-PI versus the ADHD-C subtypes.
The current study examined the nature of and differences in attention and memory between ADHD-PI, ADHD-C and Control groups. Differences in psychosocial functioning between groups were also explored as such functioning can have some impact upon a child’s learning at school. Twenty boys with ADHD-PI were matched on age, intelligence, and current medication status with 20 boys with ADHD-C and 20 control children. <....>
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O'Donnell, Louise Semrud-Clikeman Margaret. "Cognitive and memory performance patterns associated with ADHD subtypes." 2004. http://repositories.lib.utexas.edu/bitstream/handle/2152/2146/odonnelll042.pdf.
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O'Donnell, Louise. "Cognitive and memory performance patterns associated with ADHD subtypes." Thesis, 2004. http://hdl.handle.net/2152/2146.
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Law, Robert T. "Motor control and neuropsychological functions in ADHD subtypes /." 2002. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3060231.
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Shin, Misung. "Different time course of negative priming in the subtypes of ADHD." Thesis, 2005. http://hdl.handle.net/2152/2311.
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Allsopp, Karen Margaret. "Working memory functioning in children with predominantly Inattentive Attention Deficit/Hyperactivity Disorder (ADHD) versus children with predominantly hyperactive ADHD." Thesis, 2009. http://hdl.handle.net/10539/5973.
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Abstract
Working memory has been identified as an area in which children diagnosed with ADHD experience difficulty (Carnoldi, Marzocchi, Belotti, Caroli, De Meo & Braga, 2001). However, there are conflicting findings regarding the nature of working memory deficits in children diagnosed with ADHD and some researchers believe that working memory deficits may differ between the two ADHD subtypes (Diamond, 2005; Douglas, 2005; Knouse 2007; Milich , Balentine & Lynam, 2001). In addition, it is also thought that working memory may be one of the main contributing factors of this disorder (Rapport, Chung, Shore & Isaacs, 2001). Thus, there is clearly a need for additional and more detailed investigation into the way individuals with ADHD test with regard to their working memory functioning. This study attempted to examine the working memory functioning in children diagnosed with ADHD, in particular, the Predominantly Inattentive subtype and Predominantly Hyperactive/impulsive subtype in comparison to a control group.
A sample of seventy-two participants was tested using the Ravens Progressive Coloured Matrices (RPCM) and the Automated Working Memory Assessment (AMWA) to assess their nonverbal intelligence and working memory. The primary motivating factor for the choice of participants was that they had to have been diagnosed by a professional as having ADHD (either subtype) and they had to be in Grades one or two. None of the children in the control group met the DSM-IV-TR (APA, 2000) criteria for ADHD.
Repeated measures Abstract
Working memory has been identified as an area in which children diagnosed with ADHD experience difficulty (Carnoldi, Marzocchi, Belotti, Caroli, De Meo & Braga, 2001). However, there are conflicting findings regarding the nature of working memory deficits in children diagnosed with ADHD and some researchers believe that working memory deficits may differ between the two ADHD subtypes (Diamond, 2005; Douglas, 2005; Knouse 2007; Milich , Balentine & Lynam, 2001). In addition, it is also thought that working memory may be one of the main contributing factors of this disorder (Rapport, Chung, Shore & Isaacs, 2001). Thus, there is clearly a need for additional and more detailed investigation into the way individuals with ADHD test with regard to their working memory functioning. This study attempted to examine the working memory functioning in children diagnosed with ADHD, in particular, the Predominantly Inattentive subtype and Predominantly Hyperactive/impulsive subtype in comparison to a control group.
A sample of seventy-two participants was tested using the Ravens Progressive Coloured Matrices (RPCM) and the Automated Working Memory Assessment (AMWA) to assess their nonverbal intelligence and working memory. The primary motivating factor for the choice of participants was that they had to have been diagnosed by a professional as having ADHD (either subtype) and they had to be in Grades one or two. None of the children in the control group met the DSM-IV-TR (APA, 2000) criteria for ADHD.
Repeated measures Abstract
Working memory has been identified as an area in which children diagnosed with ADHD experience difficulty (Carnoldi, Marzocchi, Belotti, Caroli, De Meo & Braga, 2001). However, there are conflicting findings regarding the nature of working memory deficits in children diagnosed with ADHD and some researchers believe that working memory deficits may differ between the two ADHD subtypes (Diamond, 2005; Douglas, 2005; Knouse 2007; Milich , Balentine & Lynam, 2001). In addition, it is also thought that working memory may be one of the main contributing factors of this disorder (Rapport, Chung, Shore & Isaacs, 2001). Thus, there is clearly a need for additional and more detailed investigation into the way individuals with ADHD test with regard to their working memory functioning. This study attempted to examine the working memory functioning in children diagnosed with ADHD, in particular, the Predominantly Inattentive subtype and Predominantly Hyperactive/impulsive subtype in comparison to a control group.
A sample of seventy-two participants was tested using the Ravens Progressive Coloured Matrices (RPCM) and the Automated Working Memory Assessment (AMWA) to assess their nonverbal intelligence and working memory. The primary motivating factor for the choice of participants was that they had to have been diagnosed by a professional as having ADHD (either subtype) and they had to be in Grades one or two. None of the children in the control group met the DSM-IV-TR (APA, 2000) criteria for ADHD.
Repeated measures of Mann-Whitney and post-hoc analysis revealed that there were significant differences in the verbal short term memory, verbal working memory and visuospatial working memory between the three groups. Test results revealed no significant differences between the test scores of the Inattentive group and the control group in these areas. However, scores obtained by the Hyperactive/impulsive group differed significantly from those of the control and Inattentive groups. Score differences related specifically to verbal short term memory, verbal working memory and visuospatial working memory. This implies that children diagnosed with ADHD, (the Hyperactive/impulsive subtype) may need specific strategies in the classroom to enable
them to encode, access and retrieve information to ensure optimal performance. The implications of these findings are discussed further in the thesis.
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Gropper, Rachel. "Working Memory Training in College Students with Attention-deficit/Hyperactivity Disorder and Learning Disabilities." Thesis, 2013. http://hdl.handle.net/1807/35833.
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Working memory (WM) refers to the information processing system that is responsible for the maintenance plus manipulation of information. WM is necessary for the performance of complex tasks, such as reasoning and comprehension. Until relatively recently, WM capacity was thought to be a fixed trait of the individual. However, research findings on the effects of WM training programs have demonstrated otherwise. Therefore, this dissertation examined the impact of WM training in college students with Attention-Deficit/Hyperactivity Disorder (ADHD) and Learning Disabilities (LD), two neuro-developmental disorders in which WM is impaired.
The main objectives of this dissertation were to investigate training gains on the WM training program itself, transfer effects, and 2-month maintenance effects. College students with ADHD/LD, all of whom were registered with student disability services, were randomized to either the WM training program or a wait-list control group. Those who received WM training showed significantly greater improvements in the criterion WM measures (WAIS-IV Digit Span, CANTAB Spatial Span) and self-reported fewer ADHD symptoms and daily cognitive failures, compared to the control group. Analysis of participants who completed the follow-up assessment indicated that the gains in WM were maintained for at least 2 months after training.
The dissertation is presented in four chapters. The introduction provides a broad overview of the research on WM, ADHD/LD, and WM training. The second chapter expands upon the methods used in the current study. The third chapter consists of a manuscript that will be submitted for publication. The fourth and final chapter summarizes the findings of the current study and discusses its implications for future research and clinical practice.
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Kerne, Valerie Van Horn. "Social functioning, social cognition, and executive functioning differences associated with Attention-Deficit/Hyperactivity Disorder subtypes." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-08-6099.
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ADHD is a well researched disorder in children and is associated with impairments in social functioning (Barkley, 2006). However, little is known about the etiology of social difficulties. An emerging body of literature is beginning to address the possible role social cognition may share in the social functioning outcomes in children with ADHD (Buitelaar et al., 1999; Corbett & Glidden, 2000; DaFonseca et al., 2009; Rapport et al., 2002; Sibley et al., 2010; Yuill & Lyon, 2007). Yet, research focusing on social cognition deficits in ADHD that accounts for subtype differences is limited. Some studies evaluated social cognition in CT children only (Corbett & Glidden, 2000; DaFonseca et al., 2009; Rapport et al., 2002) while other research utilized behavior ratings or sociometric studies (Matthys et al., 1999; Zentall et al., 2001). Another body of literature has examined the impact executive functioning deficits may have on social functioning (Barkley, 1997; Charman et al., 2001; Chhabildas et al., 2001). The purpose of the current study was to identify factors that predict social functioning impairments in children with ADHD as well as differentiate between ADHD subtypes. Participants included 89 youth with ages ranging from 6 to 16 years (M = 10.19, SD = 2.76). Forty-nine children met the diagnostic criteria for ADHD, Predominantly Inattentive Subtype (PI) and 40 for ADHD, Combined Type (CT). Results indicated CT youth demonstrated more aggressive and rule-breaking behavior than PI youth. Measures of social cognition did not predict ADHD subtype, and when compared to a normative sample, participants performed in the average range on affect recognition and theory of mind tasks. Performance-based measures of executive functioning largely associated with inattention (i.e., vigilance, processing speed, and working memory) best predicted subtype differences with CT youth being more impaired.
Executive functioning, not social cognition, was predictive of social maladjustment in CT and PI youth. For CT youth, deficits in emotion control, shift, and initiate were related to anxiety, aggressive behavior, and depressed mood. Similarly, emotion control and shift were predictors of aggressive behavior, anxiety, and depressed mood in PI youth with deficits in self-monitoring, initiate, and inhibit as secondary predictors.text
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Aginsky, Danielle. "Working Memory and Academic Achievement in Children With Attention-deficit Hyperactivity Disorder." Thesis, 2009. http://hdl.handle.net/1807/18080.
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This study used pre-existing data to examine whether children with ADHD, with and without working memory (WM) deficits, differ in their academic achievement and clinical profiles. 73 children (26% female), aged 6-12 years, with a confirmed diagnosis of ADHD had completed standardized achievement tests of reading, mathematics, and written language. Six WM measures and three parent and teacher questionnaires probing behaviour and executive functioning were administered. Of the sample, only 26% met the criteria for a WM deficit. Children with WM impairments were found to perform significantly worse than those without WM impairment on all achievement clusters, with no clinical profile differences. Poor WM is not universal in ADHD, but its presence is associated with lower academic achievement scores. Clinicians and educators should consider that underlying impairments in WM may be the contributing factors to academic difficulties in children with ADHD. Interventions targeting WM skills need to be implemented.
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Mawjee, Karizma. "Working Memory Training in Post-secondary Students with Attention-deficiti/Hyperactivity Disorder-pilot Study of the Differential Effects of Training Session Length." Thesis, 2013. http://hdl.handle.net/1807/42633.
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This thesis evaluates the effectiveness of study components in order to aid in design refinements for a larger randomized controlled trial (RCT). A total of 38 post-secondary students with Attention-Deficit/Hyperactivity Disorder (ADHD) were randomized into a waitlist control group, or standard-length (45 minute) or shortened-length (15 minute) WM training group. Criterion measures included the WAIS-IV Digit Span (auditory-verbal WM), CANTAB Spatial Span (visual-spatial WM) and WRAML Finger Windows (visual-spatial WM). Transfer-of-training effects were assessed using indices of everyday cognitive functioning. Participants in the standard- and shortened-length groups showed greater improvements at post-test on auditory-verbal WM and reported fewer cognitive failures in everyday life than waitlist controls. Participants in the standard-length group showed greater improvements in visual-spatial WM at post-test than participants in the other two groups. Preliminary findings suggest that shorter training may have similar beneficial outcomes as documented for the standard-length training, indicating that a larger-scale RCT is warranted.
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Wang, Li-chih, and 王立志. "The impact of increasing signal to noise ratio (SN) to the students with Attention Deficit Hyperactivity Disorder (ADHD) in their instruction compliance, sustained attention, and short-term memory." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/12078061245000308303.
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碩士國立臺南大學
特殊教育學系碩士班
96
This study aimed to investigate the relationship between increasing signal to noise ratio (SN) and students with Attention Deficit Hyperactivity Disorder (ADHD), particularly its impacts to students’ instruction compliance, sustained attention, and short-term memory. Three ADHD students, between 3rd and 4th grades, were selected as study subjects, and the paired-t test of single-subject research method was used. Three types of SN interventions were administered in the study, including Frequency Modulated System (FM System), special classroom, and FM systems in a special classroom. A test and video-taping were conducted to observe the subjects’ performances of instruction compliance ratio, instruction compliance latency, sustained attention, and short-tem memory. The followings are the findings of the study: 1. The increase of SN interventions provided a significant difference in ADHD students’ performances of instruction compliance ratio, instruction compliance latency, sustained attention, and short-tem memory when compared to non-intervention conditions. 2. The FM system intervention produced the best performances of students’ instruction compliance ratio, instruction compliance latency, sustained attention, and short-tem memory. 3. Although the results of special classroom intervention were rather effective to students’ instruction compliance ratio, instruction compliance latency, sustained attention, and short-tem memory, they were not as eminent as FM system intervention. 4. Although the results of FM system in a special classroom intervention were rather effective to students’ instruction compliance ratio, instruction compliance latency, sustained attention, and short-tem memory, they were not as noticeable as FM system intervention.
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Jiskrová, Lada. "Jóga s dětmi jako součást intervenčních aktivit u dětí mladšího školního věku s poruchou pozornosti." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-388341.
Full textAbstract:
The diploma thesis surveys the school age children's personality with attention deficit disorder, yoga and its exercise, relaxation techniques and its positive affect on them. The work shows yoga postures' detailed description, sun salutation and the whole lecture. The aim was to bring in yoga exercise to reduce ADHD symptoms and to find out how can regular yoga exercise affect school behavior and self-perceived stress level. By this experiment was used data analysis and presence observing as the survey methods. The current study found that regular yoga exercise at school has slight change in the participants' ADHD symptoms and school behavior. The current study found no change in the participants' self-perceived stress level. Participants viewed yoga as both physical activity and relaxation.
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Correia, Joana Filipa Romão. "Atenção, memória e estruturação visuo-perceptiva em crianças e adolescentes com Perturbação de Hiperactividade com Défice de Atenção (PHDA)." Master's thesis, 2015. http://hdl.handle.net/10400.14/22241.
Full textAbstract:
A Perturbação de Hiperatividade com Défice de Atenção (PHDA) é a perturbação neuro-comportamental mais frequente na infância e é caracterizada por um padrão persistente de falta de atenção e/ou impulsividade-hiperatividade. Estas dificuldades comportamentais podem resultar em défices cognitivos. Os diversos estudos publicados sobre esta temática não apresentam consenso quanto à natureza, magnitude e especificidade das funções cognitivas alteradas nesta perturbação. Deste modo, o objetivo principal neste estudo é o de identificar a existência de um perfil neuropsicológico nas crianças com PHDA dos 7 aos 15 anos. Realizou-se uma avaliação neuropsicológica nos domínios da atenção, da memória de trabalho, da estruturação visuo-perceptiva e memória visual, e do rendimento intelectual. Neste estudo, comparou-se um grupo de PHDA com um grupo de controlo, para identificar os défices no grupo de PHDA. Os resultados deste estudo mostraram que as crianças com PHDA têm maior dificuldade em provas de atenção, memória de trabalho, estruturação visuo-perceptiva e memória visual. Em relação às crianças de desenvolvimento normativo, as crianças com diagnóstico de PHDA obtiveram piores resultados em todas as provas.Attention Défices Hyperactivity Disorder (ADHD) is a neurobehavioral disorder, common in childhood, characterized by a persistent pattern of inattention and/or hyperactivity-impulsivity. These behaviors may result in cognitive difficulties. There is no consensus in the literature about the nature, magnitude and specificity of the cognitive difficulties caused by this disturbance, thus the main objective of this study is to identify the existence of a neuropsychological profile in ADHD children from 7 to 15 years through a neuropsychological assessment of the areas of attention, working memory, test of visual-perceptual ability and visual memory. In this study, we compared a group of ADHD with a control group to identify the déficess of ADHD group. The results of this study suggest that children with ADHD have difficulty in tests of attention, working memory, visual-perceptual ability and visual memory.