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.

The current set of studies adds to the growing body of literature of self-perceptions in atypical populations. Previous research has demonstrated that, despite significant functional problems in multiple domains, children with ADHD unexpectedly provide overly-positive reports of their own competence in comparison to actual performance on objective measures. Study 1 empirically examined the self-perceptions of adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD) using performance on individual, specific, concrete tasks as the basis for participants’ ratings of competence. Participants completed a verbal and mathematic task and were asked how well they thought they did prior to completing the tasks (pre-prediction rating). After they completed each task they were asked how well they thought they did (current post-performance) and how well they thought they would do in the future (future post-performance). For the purpose of the study, self-perceptions can be described as the difference between perceived performance and actual performance. These difference scores were used in analyses. Results suggested that adolescents with ADHD tend to have more positively-biased self-perceptions than typically developing (TD) adolescents. The current study also examined the role that IQ and executive functioning have on self-perceptions; however, no significant relationships were found. Using the same methodology, Study 2 examined the self-perceptions of adolescents with Autism Spectrum Disorders (ASD). By examining a population with similar cognitive deficits as individuals with ADHD, the current study aimed to determine whether these positively-biased self-perceptions are specific to ADHD or if it is a phenomenon related to more general difficulties or dysfunction. Results suggested that adolescents with ASD also tended to have more positively-biased self-perceptions than TD adolescents. In adolescents with ASD, lower IQ and greater executive functioning deficits tended to be related to more positively-biased self-perceptions. Limitations of this research are discussed. Future investigation is needed to systematically examine other possible mechanisms that may be contributing to these biased self-perceptions. / Thesis (Master, Psychology) -- Queen's University, 2013-09-30 15:24:30.91

Neuropsykiatriska funktionsnedsättningar är idag lättare att diagnostisera och det är vanligare att barn och ungdomar i skolan vet om att de lever med en diagnos som till exempel Attention deficit hyperactivity disorder (mer känt som ADHD), eller Aspergers syndrom. Trots att dessa diagnoser blir allt vanligare, finns det ett ökat behov för kunskapen om dem. Syftet med denna uppsats var att studera barn och ungdomar med neuropsykiatriska funktionsnedsättningar, och framförallt studera deras liv i skolmiljö. Att få mer förståelse för hur barn och ungdomar har upplevt skolan och relationen till sina lärare, men även hur de upplevt de hinder och möjligheter deras neuropsykiatriska funktionsnedsättning medfört var i fokus. Metoden i denna studie var semistrukturerade intervjuer med 6 ungdomar, deras föräldrar och lärare. Frågorna har handlat om hur ungdomarna sett på diagnosen, livet med den och även hur de klarat av skolgången med sin funktionsnedsättning. Resultatet visar att lärare behöver mer utbildning när det kommer till neuropsykiatriska funktionsnedsättningar Studien visar att barn och ungdomar med neuropsykiatriska funktionsnedsättningar har lättare att lära sig om de får göra praktiska saker. Att ta in mer praktiska moment i undervisningen skulle kunna förenkla för många av dessa barn och ungdomar. Informanterna har varit eniga om att kunskapen om neuropsykiatriska funktionsnedsättningar överlag är för låg. Familjen är en viktig del i ett barns säkerhet, men det betyder att föräldrar och syskon måste få veta hur de ska bemöta ett barn som lever med en neuropsykiatrisk funktionsnedsättning. Det är inte enbart i skolan kunskapen bör vara hög.

Individuals with Alcohol Related Neurodevelopmental Disorder (ARND) and Attention-Deficit/Hyperactivity Disorder (ADHD) display similar deficits in behavioural, cognitive, and executive dysfunction symptoms; however, the underlying impairment in brain function and attention pathways is thought to be different. This study compared these two clinical groups, and healthy controls, using psychological assessments and functional magnetic resonance imaging (fMRI). The two clinical groups had significantly different scores on measures of overall intellectual functioning, working memory, and the conjunction trials on the fMRI assessment but could not be differentiated on other measures from rating scales, standardized psychological assessments, and performance data from fMRI tasks. The fMRI task accuracy variables were strongly correlated with related standardized psychological measures. All groups demonstrated difficulties with response inhibition compared to attention, and the clinical groups demonstrated more difficulties with attention and variability compared to the control group on a computer-paced Go/No-Go task. The comparison of a self-paced and a computer-paced Go/No-Go task indicated that the computer-paced task would be more appropriate to use with fMRI to assess cortical activation in response inhibition. It was found that the ADHD group had higher levels of cortical activation (indicating that more cognitive effort was require to reach the same level of behavioural performance) compared to the ARND group during the visual-spatial attention tasks, whereas the ARND group had higher levels of activation during the response inhibition and working memory tasks. Despite no significant differences in behavioural performance, the fMRI tasks helped to demonstrate different activation patterns that could help distinguish and differentially diagnose these two similar groups. / October 2016

The purpose of this study was to functionally define and empirically test a model of psychological distress for mothers of children diagnosed with Attention-Deficit Hyperactivity Disorder (ADHD). This model delineates characteristics of the child, the parent, and the environment that may affect mothers' psychological symptomatology.

This study examined the impact of several dimensions of executive functioning (EF), as well as Attention-Deficit/Hyperactivity Disorder (ADHD) symptoms, in relation to college students’ academic and overall functional impairment. Participants were 62 college students comprehensively diagnosed with ADHD and their parents/guardians who completed measures of symptoms of ADHD, EF, school maladjustment and functional impairment. The primary goal of the study was to evaluate whether parent- and self-ratings of EFs completed at the beginning of the school year longitudinally predict end of the school year academic and overall functioning above and beyond symptoms of ADHD. Mediation analyses controlling for covariates, including gender and transfer student status, were used to determine whether EF deficits mediate the relationship between ADHD symptoms and functioning. Additionally, parent- and student-rated deficits in EFs were examined for agreement as well as the incremental validity of each rater in predicting impairment. Deficits in student-rated self-motivation and parent-rated self-regulation of emotion significantly predicted overall impairment at the end of the year above and beyond symptoms of ADHD. Further, self-report of self-motivation mediated the relationship between ADHD symptoms and overall impairment. In a separate model, student-rated self-organization at the beginning of the year mediated the relationship between ADHD symptoms and end of the year grades. Students with ADHD experience significant difficulties with the transition to college which may lead to the development of increased academic or functional impairment, particularly for students with EF deficits. The present study demonstrates that motivation and organization appear to be particularly important components of academic functioning for college students with ADHD. Overall, findings suggest that EF skills are highly relevant for college students with ADHD with important clinical implications for assessment and treatment. Further studies are needed to confirm the mediational mechanisms of EFs contributing to functional impairments in college students with ADHD.

Students with Attention-Deficit/Hyperactivity Disorder (ADHD) often experience significant academic underachievement. Written expression abilities in this population have not been extensively studied but existing prevalence estimates suggest that rates of comorbid writing underachievement may be substantially higher than comorbid reading and mathematics underachievement. The current study examined written expression abilities in a school-based sample of 326 adolescents with ADHD. The prevalence of written expression impairment, the associations between written expression and academic outcomes, and specific patterns of written expression were investigated. Results indicate that students with ADHD experience written expression impairment at a similar rate to reading and mathematics disabilities. Students’ written expression abilities were significantly associated with school grades and parent ratings of academic functioning, above and beyond reading achievement and intelligence. Analyses suggest that students with ADHD exhibit global impairment in writing, as opposed to having specific deficits in certain aspects of writing.

Magister Artium (Psychology) - MA(Psych) / The diagnosis of adult ADHD is a complex process that requires information from different sources. Instruments are used to screen or diagnose adult ADHD. The aim of the study was to identify instruments measuring adult ADHD from good quality research. This systematic review was executed following the recommended PRISMA steps. A comprehensive search was conducted across identified databases. The SFS scoring system was used to critically appraise for methodological rigour and coherence. Meta-synthesis was used to summarize extracted data from 26 articles included in the final summation. Ethics clearance was issued by the UWC Senate Research Committee. Sixteen instruments measuring adult ADHD were identified. Screening instruments measure core symptoms whereas diagnostic instruments assess all criteria. Fourteen instruments were based on DSM-IV criteria and four were based on DSM-V criteria for adult ADHD including rival explanations for the symptoms. The lack of adoption of DSM-V criteria remains a concern given criticism against DSV-IV criteria for adult ADHD. Overall instruments presented acceptable psychometric properties. However, the performance of the instruments was study dependent. A cautionary note is that these indices must be interpreted carefully. Further research must explore the reasons underlying the lack of adoption of DSM-V criteria in research, and the lack of revision of instruments measuring adult ADHD.

No description available.

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.