Thesis (M.S.)--Mississippi State University. Department of Psychology. / Bibliography: leaves 68-72. Also available via the World Wide Web.

Thesis (Ph. D.)--Illinois State University, 2005. / Title from title page screen, viewed on April 13, 2007. Dissertation Committee: Steven Landau (chair), Thomas Critchfield, Corinne Zimmerman, Mark Swerdlik, Robert Lusk. Includes bibliographical references (leaves 109-123) and abstract. Also available in print.

Thesis (Ph. D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Arthur Anastopoulos; submitted to the Dept. of Psychology. Includes bibliographical references (p. 74-84).

Flickor med AD/HD upptäcks ofta inte i tid vilket kan ge konsekvenser inom flera områden under uppväxten. Syftet med denna uppsats var att bidra till en ökad förståelse kring hur diagnosen AD/HD kan påverka livet under uppväxten för flickor. Sex vuxna kvinnor med AD/HD intervjuades för denna studies syfte. Studien grundade sig i kvalitativ metod med hjälp av fenomenologisk tolkning samt meningskoncentrering vid sammanställning och analys av intervjumaterialet. Undersökningen fokuserade på sex centrala teman; diagnosens betydelse, skola, fritid, familjen, jämnåriga relationer och självuppfattning. Resultatet förtydligade att dessa centrala teman är betydelsefulla områden för en flicka med AD/HD under uppväxten. Ett fastställande av diagnosen AD/HD spelar en central roll gällande förståelse och hjälp från omgivningen. Studien visade på att flickor med AD/HD har vissa svårigheter i relationer till lärare, jämnåriga samt familj under uppväxten. För majoriteten av respondenterna har mamman varit det viktigaste stödet under uppväxten. Det har framkommit att familj och lärare har svårt att förstå samt att hantera flickor med AD/HD. Flickor med AD/HD har olika grad av svårigheter och tillgångar i skolarbetet samt i vardagen. I studien framgick det att undervisningsformen har betydelse för en flicka med AD/HD. Självuppfattningen hos en flicka med AD/HD kan påverkas av samhällets syn på hur en flicka ska vara. I studien framgick det tydligt att flertalet av respondenterna upplevt sig som en pojkflicka under uppväxten. Studien visade även på förekomst av psykisk ohälsa hos flickor med AD/HD under uppväxten.

This study examined the self-efficacy for learning beliefs of male and female youth with ADHD, and explored whether symptoms of inattention predict self-efficacy beliefs beyond internalizing symptoms and academic achievement. Thirty-one youth with ADHD (18 males, 13 females) and 31 youth without ADHD (17 males, 14 females) between the ages of 13 and 18 completed self-report questionnaires examining self-efficacy for learning, ADHD symptomatology, academic achievement, and internalizing problems. Results indicated that female youth with ADHD felt less confident in their ability to regulate their learning effectively. In addition, regression analyses with the full sample revealed that inattention predicted self-efficacy for learning beliefs beyond internalizing difficulties and academic achievement. These results suggest that youth reporting high levels of inattention may also have lower perceptions of their ability to accomplish many academic tasks that require self-regulation.

Working memory (WM), which is essential for many academic skills, has been found to predict inattentive behaviours and is a common deficit in ADHD and LD. Recent studies have suggested that WM can be improved by intensive and adaptive computerized training. The purpose of this study is to investigate the effects of a WM training program on WM, attention, behaviour and academics in adolescents with severe LD/ADHD. A total of 60 12 to 17 year olds with ADHD/LD were randomised to one of two computerized intervention programs: working memory training or math training and evaluated before and at three weeks after completion. Adolescents in the WM training group showed greater improvements in some measures of WM than those in the Math training group, but no training effects were observed on any other measures. Findings are discussed in the context of theoretical and practical implications of WM training.

This study examined the self-efficacy for learning beliefs of male and female youth with ADHD, and explored whether symptoms of inattention predict self-efficacy beliefs beyond internalizing symptoms and academic achievement. Thirty-one youth with ADHD (18 males, 13 females) and 31 youth without ADHD (17 males, 14 females) between the ages of 13 and 18 completed self-report questionnaires examining self-efficacy for learning, ADHD symptomatology, academic achievement, and internalizing problems. Results indicated that female youth with ADHD felt less confident in their ability to regulate their learning effectively. In addition, regression analyses with the full sample revealed that inattention predicted self-efficacy for learning beliefs beyond internalizing difficulties and academic achievement. These results suggest that youth reporting high levels of inattention may also have lower perceptions of their ability to accomplish many academic tasks that require self-regulation.

Working memory (WM), which is essential for many academic skills, has been found to predict inattentive behaviours and is a common deficit in ADHD and LD. Recent studies have suggested that WM can be improved by intensive and adaptive computerized training. The purpose of this study is to investigate the effects of a WM training program on WM, attention, behaviour and academics in adolescents with severe LD/ADHD. A total of 60 12 to 17 year olds with ADHD/LD were randomised to one of two computerized intervention programs: working memory training or math training and evaluated before and at three weeks after completion. Adolescents in the WM training group showed greater improvements in some measures of WM than those in the Math training group, but no training effects were observed on any other measures. Findings are discussed in the context of theoretical and practical implications of WM training.

Parents raising children with Attention-deficit/hyperactivity disorder (ADHD) experience high levels of parenting stress, especially when ADHD is accompanied by comorbid Oppositional Defiant Disorder (ADHD/ODD). Children with ADHD experience difficulties with their executive functions in such areas as inhibition control, working memory, and emotional regulation. Despite evidence linking ADHD with parenting stress, and ADHD with executive function difficulties (EFDs), there is little research exploring whether EFDs within an ADHD population are associated with parenting stress. This dissertation’s main objective is to determine whether parent-reported and teacher-reported childhood EFDs are associated with elevated levels of parenting stress. A secondary data analysis was completed on a cross-section of parent and teacher completed psychiatric assessment measures for children (n=243) diagnosed with ADHD. Measures included the Behavior Rating Inventory of Executive Function, the Conners’ Parent Rating Scale and the Parenting Stress Index, Long Form. A number of important findings were produced; key of which was the finding that a strong association exists between parent-reported EFDs and Child Domain parenting stress. Consistent with prior ADHD research, difficulties with emotional control and inhibition were found to be potent predictors of Child Domain parenting stress. To a lesser degree, children’s difficulties with initiation and self-monitoring were associated with Child Domain parenting stress, suggesting that daily hassles pose challenges for parents, especially when the child attends a new school. Also important was the finding that parent-reported oppositionality partially mediated the relationship between EFDs with emotional control, inhibition and shift, and Child Domain parenting stress. Despite teachers’ reports that children displayed more severe behaviours than were reported by parents, teacher-reported EFDs were not significantly associated with Child Domain parenting stress, with a few exceptions. Although not a well-explored concept within the literature on ADHD and parenting stress, parental acceptance of the child emerged as source of Child Domain parenting stress and a potential focus for assessment and treatment. Findings from the current study suggest that early identification and intervention with emotional control difficulties and ODD are vital due to their strong association with clinically significant levels of Child Domain parenting stress.

Parents raising children with Attention-deficit/hyperactivity disorder (ADHD) experience high levels of parenting stress, especially when ADHD is accompanied by comorbid Oppositional Defiant Disorder (ADHD/ODD). Children with ADHD experience difficulties with their executive functions in such areas as inhibition control, working memory, and emotional regulation. Despite evidence linking ADHD with parenting stress, and ADHD with executive function difficulties (EFDs), there is little research exploring whether EFDs within an ADHD population are associated with parenting stress. This dissertation’s main objective is to determine whether parent-reported and teacher-reported childhood EFDs are associated with elevated levels of parenting stress. A secondary data analysis was completed on a cross-section of parent and teacher completed psychiatric assessment measures for children (n=243) diagnosed with ADHD. Measures included the Behavior Rating Inventory of Executive Function, the Conners’ Parent Rating Scale and the Parenting Stress Index, Long Form. A number of important findings were produced; key of which was the finding that a strong association exists between parent-reported EFDs and Child Domain parenting stress. Consistent with prior ADHD research, difficulties with emotional control and inhibition were found to be potent predictors of Child Domain parenting stress. To a lesser degree, children’s difficulties with initiation and self-monitoring were associated with Child Domain parenting stress, suggesting that daily hassles pose challenges for parents, especially when the child attends a new school. Also important was the finding that parent-reported oppositionality partially mediated the relationship between EFDs with emotional control, inhibition and shift, and Child Domain parenting stress. Despite teachers’ reports that children displayed more severe behaviours than were reported by parents, teacher-reported EFDs were not significantly associated with Child Domain parenting stress, with a few exceptions. Although not a well-explored concept within the literature on ADHD and parenting stress, parental acceptance of the child emerged as source of Child Domain parenting stress and a potential focus for assessment and treatment. Findings from the current study suggest that early identification and intervention with emotional control difficulties and ODD are vital due to their strong association with clinically significant levels of Child Domain parenting stress.