Browsing by Subject "Attention deficit hyperactivity disorder (ADHD)"
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Item A comparison of posture control: typically developing children vs. children with ADHD(2006-05) Aranha, Karen M.; Roncesvalles, Maria N. C.; Dornier, Lanie A.; Boros, Rhonda L.The purpose of this study was to investigate posture control and gross motor performance of children with Attention Deficit Hyperactivity Disorder (ADHD) (N=13). Two groups of male participants were studied: younger (6-10 years of age) and older (11-14 years) ages. The specific objectives were: a) to compare performance of children with ADHD without (OFF) and with (ON) medication, b) to compare ADHD participants to age-matched typically developing (TD) peers (N=12), and c) to examine the relationship between balance and motor skills in both groups. The variables derived from the Sensory Organization Test (Neurocom balance Master) were the following balance indices: equilibrium scores (EQ), sensory ratios (SOM, VIS, VEST), and peak anterior-posterior center of pressure (COP) velocities. The variables used from the Test of Gross Motor Development were locomotor (LOC) and object manipulation (OBJ) scores. The results indicated that regardless of age there was a significant difference between the ADHD OFF and ON conditions for the ADHD group, with higher EQ scores (better balance) obtained in the ON condition. No significant differences were found between the ADHD (OFF/ON) and the TD groups, however age main effects were observed for each of the dependent variables when the ADHD OFF condition was compared to the TD group. Regardless of group membership older participants had better balance indices compared to the younger participants, reflecting a developmental effect. This also indicates similar developmental profiles for both the ADHD and the TD groups. A moderate correlation was evident between balance and LOC motor skills in the TD group, but not in participants with ADHD (OFF condition). Overall, the results indicate: a) use of medication improved the composite balance index (EQ), b) children with ADHD had comparable posture control and gross motor skills to their TD peers, and both groups followed the same developmental trajectory, and finally, c) that there is a moderate relationship between balance and LOC skills with the TD group, which was not evident in the ADHD group.Item A comparison of posture control: typically developing children vs. children with ADHD(Texas Tech University, 2006-05) Aranha, Karen M.; Roncesvalles, Maria N. C.; Dornier, Lanie A.; Boros, Rhonda L.The purpose of this study was to investigate posture control and gross motor performance of children with Attention Deficit Hyperactivity Disorder (ADHD) (N=13). Two groups of male participants were studied: younger (6-10 years of age) and older (11-14 years) ages. The specific objectives were: a) to compare performance of children with ADHD without (OFF) and with (ON) medication, b) to compare ADHD participants to age-matched typically developing (TD) peers (N=12), and c) to examine the relationship between balance and motor skills in both groups. The variables derived from the Sensory Organization Test (Neurocom balance Master) were the following balance indices: equilibrium scores (EQ), sensory ratios (SOM, VIS, VEST), and peak anterior-posterior center of pressure (COP) velocities. The variables used from the Test of Gross Motor Development were locomotor (LOC) and object manipulation (OBJ) scores. The results indicated that regardless of age there was a significant difference between the ADHD OFF and ON conditions for the ADHD group, with higher EQ scores (better balance) obtained in the ON condition. No significant differences were found between the ADHD (OFF/ON) and the TD groups, however age main effects were observed for each of the dependent variables when the ADHD OFF condition was compared to the TD group. Regardless of group membership older participants had better balance indices compared to the younger participants, reflecting a developmental effect. This also indicates similar developmental profiles for both the ADHD and the TD groups. A moderate correlation was evident between balance and LOC motor skills in the TD group, but not in participants with ADHD (OFF condition). Overall, the results indicate: a) use of medication improved the composite balance index (EQ), b) children with ADHD had comparable posture control and gross motor skills to their TD peers, and both groups followed the same developmental trajectory, and finally, c) that there is a moderate relationship between balance and LOC skills with the TD group, which was not evident in the ADHD group.Item A generalizability study of the attention deficit disorder evaluation scale(Texas Tech University, 1995-08) Davis, Shari L.Issues surrounding accurate screening instruments of Attention Deficit Hyperactivity Disorder (ADHD) in school-aged children continues to gain much attention. Numerous instruments were constructed to assess ADHD, but few actually address each of the three symptoms, inattention, impulsivity, and hyperactivity. The Attention Deficit Disorder Evaluation Scales (ADDES) is one measure that was written according to the American Psychiatric Association's criteria. However, the stability of the ADDES was measured with classical test score theory, rather than the more powerful technique of generalizability theory. This study investigated the dependability of scores from the ADDES using generalizability theory. Five pairs of classroom teachers completed the ADDES for each student assigned to their respective classrooms which resulted in the involvement of 200 5th-grade students. The teachers independently rated each student on two occasions two weeks apart. Results indicated that minimal variance was noted between the various source of error. Several sample measurement protocols were also investigated. Results suggested that multiple raters provide a more comprehensive view of the child when attempting to screen for ADHD and the ADDES is a valuable instrument for this process.Item Faculty perceptions of college students with Attention Deficit Hyperactivity Disorder(2012-08) Phillippe, Larry; Lock, Robin; Brown, Donna; Hendricks, Bret; Xu, Tom K.In higher education today, one area of tremendous growth and change has been in the area of instructional accommodations for students who previously diagnosed with disabilities. Recent changes in federal law have placed additional responsibilities and requirements on institutions of higher learning to be more effective and comprehensive in the manner that they provide these accommodations. One of the largest groups of students registered with disability services offices is students who have Attention Deficit Hyperactivity Disorder. With this large increase in students and the need for instructional accommodations, faculty members often have expressed a mistrust and hesitation when it comes to providing these instructional accommodations. The purpose of this study was to investigate what perceptions that faculty members have of students who have Attention Deficit Hyperactivity Disorder and their willingness to provide instructional accommodations based on this perception. This information will be invaluable as disability services offices try to conduct faculty training to maintain institutional compliance with new federal guidelines for classroom accommodations.Item Investigating the construct of ADHD: issues related to factor structure in Korean students(Texas Tech University, 2005-05) Lee, Jeong Rim; Stevens, Tara; Lan, William; Mulsow, MiriamThe purpose of the present study was to accomplish three tasks. The first task was to examine the reliability and validity of a diagnostic tool for identifying children with Attention Deficit Hyperactivity Disorder (ADHD) in a Korean population, as described in the Diagnostic and Statistical Manual of Mental Disorders-IV-Text Revision (DSM-IV-TR). Evidence of reliable and valid scores, based on DSM-IV-TR diagnostic definitions of ADHD, was necessary to accomplish the other two tasks. The second purpose of the study was to explore whether the current version of the DSM-IV-TR, which consists of two dimensions of inattention and hyperactivity ¨Cimpulsivity, was appropriate for describing the psychological and behavioral problems of Korean children with ADHD. The third purpose of the study was to examine gender differences in the factor structures of the DSM-IV-TR in Korea, between boys and girls with ADHD. The DSM-IV-TR is the most commonly used manual in the United States to identify students with ADHD. Although DSM-IV-TR criteria have been used in research on ADHD with Korean school-age children, psychometric characteristics of ADHD criteria described in the DSM-IV-TR have not been examined. This missing information is imperative for quality research. The DSM-IV-TR used in this study contains 18 ADHD criteria for children's problematic behaviors manifested in inattention and hyperactivity¨Cimpulsivity. A questionnaire distributed to 48 elementary school teachers asked them to rate their students¡¯ behaviors. The questionnaire was a 5-point scale to indicate the degree of severity of the problems the teachers experienced with the students. A total of 1,663 children, 904 males and 759 females, from grades one to six in eight elementary schools located in three cities in South Korea were rated. One way to show evidence of a valid score by the diagnostic definition of ADHD described in the DSM-IV-TR is to show that the measures generated from the DSM-IV-TR are related to results of other tools that measure the same or similar variables. To demonstrate the concurrent validity of the DSM-IV-TR criteria, the author also administered the Attention-Deficit Hyperactivity Disorder Test (ADHDT), another tool measuring ADHD. Another way to show evidence of valid scores of the diagnostic symptoms of ADHD based on the DSM-IV-TR is to reveal that they were exactly measuring traits related to behavioral and psychological characteristics of ADHD. To demonstrate the construct validity of the DSM-IV-TR criteria, the author tried to discover evidence shown by previous studies. Previous studies related to ADHD have documented that individuals with ADHD have frequently been found to have comorbid Oppositional Defiant Disorder (ODD) and to experience more disciplinary and peer problems. As a result, to support the evidence of construct validity of the ADHD rating scale based on the DSM-IV-TR, measurement of ODD in the DSM-IV-TR and questions asking about disciplinary problems and peer problems were used. The author has completed the preliminary analysis on reliability of the variables. For the data analysis, scores of reliability and validity of the diagnostic definition of ADHD as described in DSM-IV-TR were examined by using Pearson correlation coefficient, Cronbach alpha, and Confirmatory Factor Analysis (CFA). CFA is an appropriate statistical method to answer questions on the appropriateness of the factorial structure of ADHD in the DSM-IV-TR and the gender difference in the configural structure between boys and girls. Scores associated with the diagnostic definition of ADHD as described in the DSM-IV-TR in a Korean population turned out to be internally stable and valid from teachers' reports. Next, findings from CFA showed that both the two-factor (inattention and hyperactivity/impulsivity) and the three-factor model (inattention, hyperactivity and impulsivity) of ADHD fit the data well. However, the three-factor model showed slightly higher scores in NFI, TLI, and CFI values and slightly lower scores in RMSEA value. Last, CFA exploring the differences in factor structure across gender revealed that the three-factor model of ADHD fit the data well for boys in all the sample sizes. However, it fit the data well for girls in only the whole population group that considered the values of NFI, TLI, and CFI, but not RMSEA. The three-factor model of ADHD appeared to be the best fit to the data in Korean elementary boys but only satisfied the three incremental indices, NFI, TLI, and CFI values, in the girls' group. Factor structures of ADHD need to be explained under theoretical assumptions. Barkley's (1997) recently developed hybrid neuropsychological model has been accepted as a unifying way to explain the nature of ADHD. The DSM-IV-TR as a tool to diagnose ADHD was discussed from the perspective of Barkley's hybrid model.Item Investigating the construct of ADHD: Issues related to factor structure in Korean students(2005-05) Lee, Jeong Rim; Stevens, Tara; Lan, William; Mulsow, MiriamThe purpose of the present study was to accomplish three tasks. The first task was to examine the reliability and validity of a diagnostic tool for identifying children with Attention Deficit Hyperactivity Disorder (ADHD) in a Korean population, as described in the Diagnostic and Statistical Manual of Mental Disorders-IV-Text Revision (DSM-IV-TR). Evidence of reliable and valid scores, based on DSM-IV-TR diagnostic definitions of ADHD, was necessary to accomplish the other two tasks. The second purpose of the study was to explore whether the current version of the DSM-IV-TR, which consists of two dimensions of inattention and hyperactivity-impulsivity, was appropriate for describing the psychological and behavioral problems of Korean children with ADHD. The third purpose of the study was to examine gender differences in the factor structures of the DSM-IV-TR in Korea, between boys and girls with ADHD. The DSM-IV-TR is the most commonly used manual in the United States to identify students with ADHD. Although DSM-IV-TR criteria have been used in research on ADHD with Korean school-age children, psychometric characteristics of ADHD criteria described in the DSM-IV-TR have not been examined. This missing information is imperative for quality research. The DSM-IV-TR used in this study contains 18 ADHD criteria for children's problematic behaviors manifested in inattention and hyperactivity-impulsivity. A questionnaire distributed to 48 elementary school teachers asked them to rate their students' behaviors. The questionnaire was a 5-point scale to indicate the degree of severity of the problems the teachers experienced with the students. A total of 1,663 children, 904 males and 759 females, from grades one to six in eight elementary schools located in three cities in South Korea were rated. One way to show evidence of a valid score by the diagnostic definition of ADHD described in the DSM-IV-TR is to show that the measures generated from the DSM-IV-TR are related to results of other tools that measure the same or similar variables. To demonstrate the concurrent validity of the DSM-IV-TR criteria, the author also administered the Attention-Deficit Hyperactivity Disorder Test (ADHDT), another tool measuring ADHD. Another way to show evidence of valid scores of the diagnostic symptoms of ADHD based on the DSM-IV-TR is to reveal that they were exactly measuring traits related to behavioral and psychological characteristics of ADHD. To demonstrate the construct validity of the DSM-IV-TR criteria, the author tried to discover evidence shown by previous studies. Previous studies related to ADHD have documented that individuals with ADHD have frequently been found to have comorbid Oppositional Defiant Disorder (ODD) and to experience more disciplinary and peer problems. As a result, to support the evidence of construct validity of the ADHD rating scale based on the DSM-IV-TR, measurement of ODD in the DSM-IV-TR and questions asking about disciplinary problems and peer problems were used. The author has completed the preliminary analysis on reliability of the variables. For the data analysis, scores of reliability and validity of the diagnostic definition of ADHD as described in DSM-IV-TR were examined by using Pearson correlation coefficient, Cronbach alpha, and Confirmatory Factor Analysis (CFA). CFA is an appropriate statistical method to answer questions on the appropriateness of the factorial structure of ADHD in the DSM-IV-TR and the gender difference in the configural structure between boys and girls. Scores associated with the diagnostic definition of ADHD as described in the DSM-IV-TR in a Korean population turned out to be internally stable and valid from teachers' reports. Next, findings from CFA showed that both the two-factor (inattention and hyperactivity/impulsivity) and the three-factor model (inattention, hyperactivity and impulsivity) of ADHD fit the data well. However, the three-factor model showed slightly higher scores in NFI, TLI, and CFI values and slightly lower scores in RMSEA value. Last, CFA exploring the differences in factor structure across gender revealed that the three-factor model of ADHD fit the data well for boys in all the sample sizes. However, it fit the data well for girls in only the whole population group that considered the values of NFI, TLI, and CFI, but not RMSEA. The three-factor model of ADHD appeared to be the best fit to the data in Korean elementary boys but only satisfied the three incremental indices, NFI, TLI, and CFI values, in the girls' group. Factor structures of ADHD need to be explained under theoretical assumptions. Barkley's (1997) recently developed hybrid neuropsychological model has been accepted as a unifying way to explain the nature of ADHD. The DSM-IV-TR as a tool to diagnose ADHD was discussed from the perspective of Barkley's hybrid model.Item Measurement of right frontal lobe functioning and attention-deficit/hyperactivity disorder(Texas Tech University, 2001-05) Hart, Christine CarolynAttention-deficit hyperactivity disorder (ADHD) is one of the most frequently diagnosed behavior problems among children referred for assessment and treatment. In recent years, neuropsychologists have considered ADHD as involving impaired executive functions (i.e., frontal lobe deficits) that may contribute to the central inattention and hyperactive-impulsive symptoms. Further, neurophysiological and neuroimaging findings have supported the involvement of prefrontal circuits in ADHD, particularly in the right hemisphere. Integration of the theoretical and neurophysiological literature on ADHD led to the current investigation of the disorder with measures purportedly sensitive to right frontal functioning. The present study investigated whether measurement of one area of executive dysfunction that has been theoretically linked in part to right frontal functioning would be of greater utility in identifying ADHD than previous, less specific cognitive measures. The participants included 40 boys aged 8-11 years of age who fulfilled current diagnostic criteria for ADHD. Forty sex-matched controls were also recruited. Each participant was individually assessed via a neuropsychological screening battery, which included intellectual functioning, achievement screening, bilateral and left frontal tests, sustained attention test, and tests specific to right frontal functions. It was found via a multivariate analysis of covariance that the combined measures (associated with bilateral frontal functioning and a measure of sustained attention) significantly differed between those with ADHD and without the disorder. Follow-up analyses revealed that, in particular, three components of the neuropsychological screening battery. Star Cancellation's missed stars, the Design Fluency Test's (DFT) complexity ratio, and the Wisconsin Card Sorting Test's (WCST) preservative responses aided in the discrimination of ADHD boys versus similarly aged controls. Further, it was found that when controlling for the effects of sustained attention, the multivariate effect of the measures in differentiating the groups' performances was no longer present. Exploratory analyses in regard to ADHD comorbid groups were also made. Limitations to the assessment of ADHD, particularly in regard to comorbidity, are also discussed. Overall, it appears that some frontal lobe- based measures, i.e., tests that are less structured, may be of clinical use in discriminating ADHD. Nevertheless, continued research in the area is needed.Item Metamemory knowledge and application in children with attention deficit hyperactivity disorder: a developmental perspective(Texas Tech University, 1997-12) Folstrom Bergeron, Brenda MarieChildren with attention deficit hyperactivity disorder (ADHD) typically demonstrate significant difficulties producing and achieving in the academic setting. Research efforts are needed to illuminate the effects deficits associated with the primary characteristics of ADHD have on other cognitive processes. Such efforts are imperative to defining effective instruction and remediation that is specific to the learning needs of the ADHD child. Investigations undertaken thus far have consistently demonstrated that ADHD children do not exhibit deficits in memory capacity or show deficiency on memory and learning tasks that require automatic or less effortful, strategic processing (e.g., Benezra & Douglas, 1988). ADHD children, in contrast, show impairment on tasks requiring more effortful, planful deliberate operations (e.g., August & Garfinkel, 1990). The nature of the ADHD children's performance on such tasks is less clear. It is not understood, for example, whether children with ADHD lack or are delayed in acquiring knowledge of effective strategies or have the appropriate knowledge, but fail to apply it.Item Statistical analysis of performance of learning disabled students(2006-12) Jain, Sonal; Matis, Timothy I.; Smith, Milton L.Learning disabilities and attention-deficit/hyperactivity disorder are characterized to be the most common problems seen by child neurologists, neuropsychologists and developmental pediatricians, comprising a major percentage of referrals from parents and teachers. College students with learning disabilities and attention-deficit/hyperactivity have average or above levels of intellectual functioning despite the inability to learn specific academic skills. For learners of different needs tutoring proves to be the most beneficial with the individualization it offers. Peer tutoring has proved to be such technique providing educational benefits to both the tutor and the tutee. Regression analysis proves to be an effective technique to determine the combined effects of parameters affecting the performance of college students. The study involves cognitive analysis of students' accomplishment in academics with documented learning disability and/or attention deficit/hyperactivity disorder from Texas Tech University. Performance parameters are considered over four consecutive semesters concentrating on long semesters of fall and spring.