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No description available.

No description available.

The current study evaluated a treatment designed specifically for children with attention-deficit/hyperactivity disorder (ADHD) and anxiety. The experimental treatment involved a combination of parent management training for ADHD and family-based treatment for anxiety. Sessions lasted approximately 90 minutes, and the treatment consisted of 10 weekly sessions. 8 children ages 8-12 with ADHD, Combined Type (ADHD-C) and at least one of three anxiety disorders (separation anxiety disorder, generalized anxiety disorder, social phobia) were selected for the study. Children were assessed with semi-structured diagnostic interviews and other standardized measures to determine study eligibility. The current study utilized a noncurrent multiple baseline design to evaluate treatment efficacy. Upon selection into the study, children were randomized to one of three baseline control conditions (i.e., 2, 3, or 4 weeks of waiting) in order to insure that change in behavior was associated with implementation of the treatment. Treatment commenced after the respective baseline periods. Families were assessed throughout treatment but more comprehensive assessments were conducted at pre-treatment, mid-treatment, and 1-week post-treatment. Results highlighted significant improvement in anxiety-related symptoms but more modest gains for ADHD-related symptoms. / Ph. D.

Research has shown that the effect of psychiatric hospitalization on the educational placement of students is a more restrictive educational placement. In a modification of a previous study, students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) were divided into three groups, mild, moderate, or severe, based on the results of the Conners Behavior Rating Scale. Comparisons between pre and post-hospitalization educational placements were made in order to determine if the effect of psychiatric hospitalization was a more restrictive educational placement for the ADHD students. Student subjects were described by age, sex, I.Q., and reading level, as well as by their psychiatric discharge diagnosis and placement on medication. Results of this study indicated that for the mild and moderate ADHD groups, psychiatric hospitalization resulted in either a more restrictive educational placement or an increase in GED, vocational rehabilitation, private school programs, or school dropouts. For the severe ADHD group, none of the students returned to either regular or special education classes; all the students were enrolled in GED, vocational rehabilitation, private school programs, or had dropped out of school. The variables reading level and severity of the Conners Rating Scale were associated with discharge placement, while I.Q. and gender were not related. The drop-out rate was consistent with the special education drop-out rate which has been previously reported in the literature. Results indicated that for this group of ADHD students, psychiatric hospitalization resulted in either more restrictive educational placements or in withdrawal from public schools, including dropping-out. Legal precedents relating to the use of independent evaluations following a student's discharge from a private facility, as well as a comprehensive review of the history and etiology of ADHD are reviewed and discussed with the results. Implications for further research are also presented. / Ed. D.

Emerging adults who have Autism Spectrum Disorder (ASD) often encounter difficulties within the university setting. Despite an increase in the number of students with ASD enrolled in postsecondary educational institutions, there are few reports on the social, academic, and/or other needs of college students with ASD. The purpose of this study was to assess the perspectives of parents of emerging adults with ASD and ADHD, in order to inform efforts to address the poor postsecondary outcomes of students with ASD. Survey data were collected from parents who had a son or daughter in one of three educational placement groups (parents of high school students, parents of postsecondary students, and parents of individuals aged 18-25 not enrolled in education) among two disorders; ASD and ADHD. Participants were recruited nationally to participate in an online survey. Parents of emerging adults with ASD identified social interactions and daily living as primary difficulties for their son or daughter with ASD. Significant differences emerged with respect to difficulties among emerging adults with ADHD, who identified difficulties related to executive functioning and attention. Social interaction training was an identified needed service by parents of emerging adults with ASD. Additionally, independent living training was a common core service requested by parents of individuals with ASD and parents of individuals with ADHD. Results suggest that the postsecondary profile of parent-reported difficulties and needed services remains distinct for the diagnostic groups ASD and ADHD. These difficulties should be considered within the context of intervention for postsecondary students with ASD and ADHD. / Master of Science

Objective: Although findings have been mixed, accumulating evidence suggests that co-occurring attention-deficit/hyperactivity disorder (ADHD) diagnoses and symptoms negatively predict cognitive-behavioral therapy (CBT) outcomes for anxious youth. The current study extends past research by examining the association of not only ADHD but also other features of ADHD with treatment outcomes of youth who received an intensive CBT for a specific phobia. Method: 135 youth (ages 6-15; 52.2% female; 88.2% white) were randomized to either an individual or parent-augmented intensive CBT targeting a specific phobia. Latent growth curve models were used to explore the association of ADHD symptoms, effortful control, sluggish cognitive tempo, maternal depression and the two treatment conditions (i.e., individual versus parent-augmented) with pre-treatment severity of the specific phobia and the trajectory of change in the severity of the specific phobia from pre-treatment to the 6-month follow up after the intervention. Results: As expected, higher levels of ADHD symptoms were associated with lower levels of effortful control and increased maternal depression at pre-treatment. Contrary to expectations, ADHD symptoms and its associated difficulties were not significantly associated with treatment outcomes. Conclusion: Overall, the findings lend support to the generalizability of intensive CBT for a specific phobia to youth with comorbid ADHD and associated difficulties. Implications and limitations of the study are discussed. / Ph. D.

Recent research suggests that increased demands placed upon working memory elicit elevated symptoms of hyperactivity in children diagnosed with ADHD. Such findings suggest that demands placed on working memory processing may influence motor activity. To investigate this relationship further, 43 undergraduate students from the University of Central Florida were given three versions of a visuo-spatial working memory task (including low, moderate, and high demand conditions). As the participants were engaged in these tasks, activity level was measured and recorded using 3-axis accelerometers. Participants also were given a continuous performance task (CPT) and the Conners' Adult ADHD Rating Scale Self Report, Screening Version (CAARS-S:SV) to assess symptoms of ADHD. Activity level of participants was found to increase as visuo-spatial working memory demands were increased. When those participants who reported symptoms of ADHD were statistically removed from the sample, a significant increase in activity between tasks remained. However, participants who reported elevated ratings of ADHD symptoms showed significantly more activity than those participants who did not report elevated ratings of ADHD as visuo-spatial working demands were increased. Implications for these findings are discussed.

The purpose of this study was to assess the relationship among parent child-rearing practices, children’s internal/external attributional styles and social skills between Attention Deficit Disorder/Hyperactivity (ADD/H) and non-Attention Deficit Disorder/Hyperactivity (non-ADD/H) children. A review of the literature revealed a need to investigate the social skills and internal/external attributional styles of ADD/H and non-ADD/H children and their relationship to child-rearing practices. Results indicated group differences between the parents of ADD/H children versus the parents of non-ADD/H children on the dimension of encouragement of independence. It was found that the mothers of ADD/H children reported higher mean scores as compared to mothers of non-ADD/H children. Differences between the parents of ADD/H children versus the parents of non-ADD/H children were found on the authoritarian control dimension. Further analysis indicated that the mothers of ADD/H children reported higher authoritarian control scores than did the mothers of non-ADD/H children. Overall group differences were found on the parental control dimension with parents of ADD/H children having higher combined scores than the parents of non-ADD/H children. The relationship between parents’ child-rearing practices and their children’s internal/external attributional styles were examined. The results indicated a relationship between the child-rearing dimension of encouragement of independence and the children’s attributional styles for mothers only. No other significant correlations were found on the remaining child-rearing dimensions for mothers or fathers. Finally, some support was found for the prediction that the children’s ADD/H status and the attributional style (internal/external) of the children were related to their social functioning. The external ADD/H children reported lower overall social functioning, lower appropriate social functioning, and higher negative social skill scores than internal non-ADD/H children. / Ph. D.

The purpose of this study was to determine whether or not children diagnosed with Attention-Deficit Hyperactivity Disorder (ADHD) or Central Auditory Processing Disorder (CAPD) can be distinguished from one another on the basis of both objective and subjective assessment of attention and behavior. First, children and adolescents diagnosed with ADHD, CAPD, and concomitant ADHD/CAPD were compared to participants with emotional problems on measures of attention/concentration, depression, anxiety, and parental reports of internalzing and externalizing behaviors. Overall, statistical analyses did not reveal significant differences between performances of children diagnosed with ADHD and those diagnosed with CAPD. However, clinical comparisons across groups of children diagnosed with ADHD, CAPD, comorbid ADHD/CAPD and Affective Disorders revealed condition-specific clinical profiles, thus providing some support for CAPD as a distinct clinical entity. Second, exploratory cluster analysis was performed to further investigate the relationship between ADHD and CAPD. This procedure lead to the identification of four distinct clusters. However, analyses of these clusters revealed no distinct pattern of performance for children diagnosed with either ADHD or CAPD. Rather, participants with these diagnoses were evenly distributed throughout the clusters. Additionally, no cluster clearly represented the expected clinical profile for a diagnosis of CAPD- namely, significant auditory attentional/processing problems in the absence of other attentional difficulties. Implications for the assessment and treatment of childhood attentional disorders are discussed and recommendations for future research provided.