Browsing by Subject "ADHD"
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Item ASSESSING SOCIAL AND ROLE FUNCTIONING IN HELP-SEEKING YOUTH AT CLINICAL HIGH-RISK FOR PSYCHOSIS WITH COMORBID ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD) AND HISTORY OF STIMULANT EXPOSURE: A SIX-MONTH LONGITUDINAL FOLLOW-UP STUDY(2019-01-01) Ereshefsky, Sabrina Hope; Schiffman, Jason; Psychology; PsychologyCompared to the general population, the prevalence of ADHD is estimated to be two to five times higher in those with psychosis. Individuals with both a history of ADHD and psychosis show a pattern of greater deficits in functioning and poorer prognoses over time compared to psychosis and ADHD alone. Further, research indicates that premorbid psychostimulant intervention may be associated with significantly younger age of psychosis onset (e.g., approximately 2-4 years earlier than individuals without stimulant exposure). Importantly, earlier onset is associated with worse clinical and functional outcomes compared to individuals with later onset. Less is known about these relations among individuals with and without a history of ADHD/psychostimulant exposure at an earlier point in the psychosis continuum, specifically at clinical high-risk (CHR) for psychosis. This study prospectively evaluated, over a six-month period, factors that might differentiate individuals categorized according to CHR, ADHD, and history of stimulant exposure. In particular, it assessed clinician-rated multi-dimensional social and role functioning measures sensitive to CHR samples, clinical symptomatology, age of symptom onset, and ADHD subtype. Analyses were used to compare various control groups in a sample of help-seeking youth, ages 12 to 25. Participants were categorized into four nominal groups: (1) help-seeking control, (2) individuals with ADHD/stimulant treatment without psychosis-risk, (3) individuals with clinical high-risk for psychosis without a history of ADHD/psychostimulant exposure, and (4) individuals with psychosis-risk, ADHD, and history of psychostimulant exposure. Results showed the prevalence of ADHD was 45% within the current psychosis risk sample, similar to the elevated rate in psychosis. Additionally, comparable to individuals with early onset first episode psychosis, individuals in the current sample with CHR showed an over two and a half year earlier age of attenuated positive symptom onset in the context of stimulant exposure. Correlations further showed that the earlier the age of attenuated symptom onset, the poorer the participants' functioning in the home and interactions with others. Hypothesized differences did not quite reach significance, however, CHR groups with and without ADHD trended toward the pattern of varying functioning over time in these same functioning domains (i.e., in the home and behavior towards others). CHR groups as a whole, surprisingly, showed improvement in some clinical and functioning domains, but also showed salient deficits across various functional measures and symptomatology compared to other control groups, even when controlling for variance associated with age, gender, and key clinical symptoms. Regardless of ADHD status or conversion, these findings, as a whole, provide new information about the clinical high-risk construct. These results inform earlier points of illness identification and possible areas for early intervention that could be tailored to address the unique needs of these individuals, with the effect of influencing the course of symptoms and functioning.Item Birth Weight Predicts Scores on the ADHD Self-Report Scale and Attitudes towards Casual Sex in College Men: A Short-Term Life History Strategy?(2012) Frederick, MichaelEarly development can have long-term effects on physiology and behavior. While severe disturbances predictably lead to dysfunction, recent work in humans and animals has led to a growing appreciation for the more subtle ways in which early conditions can modulate behavioral tendencies later in life. Life history theory predicts that early cues signaling a stressful or suboptimal environment might lead an organism to adopt a strategy favoring short-term gains and early reproduction. Fifty college men reported their birth weight, completed the Attention-Deficit/Hyperactivity Disorder (ADHD) Self-Report Scale, and answered a series of questions about their sexual history and attitudes towards short-term sexual encounters. Lower birth weights were associated with higher scores on the ADHD scale (r = -.352; p ≤ .05) and more favorable attitudes towards casual sex (r = -.456; p ≤ 0.001). There was a significant interaction between birth weight and casual sex favorability in predicting number of sexual partners (F1,46 = 4.994; p ≤ .05). This suggests that, although men who are smaller at birth may otherwise be at a disadvantage in reproductive terms, they may offset their reduced fitness by being more willing to engage in casual sex.Item Development and preliminary testing of tablet application to increase reading motivation and summarization for adolescent students with ADHD(2015-08) Pinna, Joanne E.; Holman, Lucy; University of Baltimore. School of Information Arts and Technologies; University of Baltimore. Master of Science in Information Design and Information ArchitectureChildren with ADHD have a variety of difficulties with reading, including phonetics, reading comprehension, distractibility, lack of reading organizational skills and a low ability to summarize. This study created a tablet-based reading application designed to enhance their capabilities in developing a multimodal approach to reading. Participants who demonstrated difficulty in completing a reading task in a book exhibited a positive outcome on wanting to complete the reading and tasks in the application and complete their summary writing. The application encourages participants to read, answer questions about what was read about the text, record the answers, access notes written, and it aids in summarization of collected sequential information. A rubric score were used to compare summary writing differences after reading from the book and reading with the application. It was determined that there wasn't significant total score differences between the two, but the rubric score demonstrated areas of improvement.Item Do Fathers Know Best? Associations between Paternal Parenting and Effective Management of Attention Deficit Hyperactivity Disorder Symptoms(2016-05) Gooch, Ingrid M.; Oliver, Diane; Hood College Psychology; Hood College Departmental HonorsAttention deficit/hyperactivity disorder (ADHD) is characterized by impulsivity, hyperactivity, and difficulty sustaining attention. Children diagnosed with ADHD experience impediments in their academics, maneuvering household experiences, and socializing with other children. Behavior problems are also common. While literature emphasizes maternal involvement in treating symptoms of ADHD in children, there is a gap regarding the paternal role. The purpose of this study is to explore the methods of discipline previously utilized by fathers with their children diagnosed with ADHD and the adult child’s current psychological well-being. Results provide a preliminary exploration of fathers’ roles in parenting their children with ADHD. Future research should focus on the continued examination paternal influences on psychological well- being of individuals with ADHD.Item The Effect of Self-Monitoring on Hyperactive, Attention Deficit Disorder, or Attention Deficit and Hyperactive Disorder Behaviors in Fourth-Grade Students(2009-07) Martin, Cecile; Masters of EducationThe purpose of this study was to investigate the effect of self-monitoring on hyperactive, attention deficit disorder (ADD), or attention deficit and hyperactive disorder (ADHD) behaviors in fourth-grade students. An experimental design was used to conduct this study. The study focused on four students with hyperactive, ADD, and ADHD behavioral symptoms enrolled in a predominantly African –American suburban elementary school. The participants studied were labeled as hyperactive, ADD, or ADHD prior to research. The four participants received instruction in a regular education classroom. General observations regarding the effect of a selfmonitoring checklist in reading and science were made during the 30-day study period. Differences in instructional routines, pacing, motivational strategies, and lesson format or lesson presentations were identified and listed. Data regarding the students’ behaviors were collected and analyzed. Analysis of the data shows significant difference in the occurrence of three of the students’ targeted behaviors after the use of the self-monitor checklist. In some instances, behaviors ceased completely. One behavior was not an issue at pre-test and remained so at the conclusion of the observations following the intervention. Further research with fewer behaviors on the self-monitor checklist is warranted to determine whether the rate of extinguishing these behaviors increases when there are fewer behaviors on which study participants would have to focus. A second suggestion includes looking at the long term effect of the use of the selfmonitoring checklist to determine if the behaviors remain eliminated or if they return over time.Item The Effects of Using a Task Bar with Students with ADHD while Completing Independent Work(2019-05-15) Eichelberger, Desyre; Masters of EducationThe purpose of this study was to determine whether the use of a task bar with second grade students could increase the amount of work that students complete while participating in guided reading rotations. The measurement tool was a task bar. The study was a quasi-experimental design. The researcher analyzed the amount of work that was completed by second-grade students with and without the use of the task bar. There was no significant increase in the amount of work that was completed with the use of the task bar. However, there was an increase in some of the work, and research shows that some students may benefit from the use of the task bar during guided reading.Item GIFTEDNESS WITH ADHD: THE MIDDLE SCHOOL STUDENTS’ PERSPECTIVE(2020-07-23) Moore, Marcia; Education; Masters of EducationGiftedness with ADHD has proven to be a discipline in its own right. Research has documented that when the two interface students are likely to experience more complex concerns than if diagnosed with ADHD alone or giftedness alone. There is little research on the perceptions of middle school students with both diagnoses. An actual study could not be conducted due to school closures secondary to a pandemic and the inability to obtain subjects. In the proposed study, middle school students in the Mid-Atlantic region diagnosed with giftedness and ADHD were surveyed and interviewed regarding relevant school factors, satisfaction, advocacy and interventions. Data was coded for themes and analysis. Information from parents was used to corroborate some information. Implications and ideas for future research are discussed.Item Reading Comprehension and Working Memory(2021-05-12) Latorre, June; Masters of EducationThis research sought to examine the impact of a mindfulness/working memory intervention on reading comprehension skills of fourth grade students (n = 8) that received special education services for Attention-Deficit/Hyperactivity Disorder (ADHD). There was no significant difference in the reading comprehension scores before (Mean = 3.14, SD =,90) and after (mean = 4.00, SD = 1.73) the mindfulness intervention [t (6) = 1.87, p = .11] that involved listening to Tibetan bells and performing deep breathing. Small sample size and virtual instruction may have impacted results; future research will need to consider learning environment, length of intervention and sample size.