Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2009. / Title from first page of PDF file (viewed April 16, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 85-94).

Thesis (Ph.D.)--Drexel University, 2010. / Includes abstract and vita. Includes bibliographical references (leaves 47-54).

Thesis (M. Med. Sc.)--University of Hong Kong, 2005.

M.A. (Clinical Psychology) / Please refer to full text to view abstract

A Dissertation submitted to the Faculty of arts of the University of the Witwatersrand, Johannesburg, in fulfilment of the requirements of the degree of Master of Arts (Research Psychology). / This study sought to investigate the incidence and severity of disruptions of cognitive functioning in children following exposure to soccer play. (Abbreviation abstract) / Andrew Chakane 2019

Thesis (M.A.)--Miami University, Dept. of Speech Pathology and Audiology, 2002. / Title from first page of PDF document. Document formatted into pages; contains ix, 86 p. Includes bibliographical references (p. 69-75).

Thesis (Ph. D.)--University of Oregon, 2003. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 124-128). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

ADHD is a childhood onset disorder with the cardinal features of inattention, impulsivity, and hyperactivity. Research has verified the validity of two subtypes of ADHD, Inattentive type (ADHD/PI) and Combined type (ADHD/C), which have unique differences in behavioral, emotional, and social impairment. The question remains, however, as to whether the ADHD subtypes actually represent two separate and distinct disorders. Results from studies examining executive functioning ability in ADHD have provided inconsistent and confusing results; however, several studies have shown poorer performance on certain measures of executive function for children with ADHD. Additional research on ADHD suggests that ADHD/PI and ADHD/C may have specific executive functioning deficits. The majority of previous research exploring the executive functioning deficits of ADHD has focused on ADHD/C or has neglected to differentiate between the subtypes, resulting in limited or inconsistent findings. Thus, the exact relationship between executive functioning and the ADHD subtypes is understudied and unclear. This study attempted to identify the differential patterns in the executive functioning of children with ADHD by subtype. Using executive functioning tasks of inhibition, planning, and working memory, this study sought to determine whether children with ADHD/C and ADHD/PI displayed unique patterns of executive functioning. Participants included 60 children aged 8-15 years who were classified into three groups: ADHD/C, ADHD/PI, and control. Results from this study revealed significantly poorer performance by the ADHD subtypes on a task of inhibition. Although analyses using the remaining tasks indicated subtype differences on planning, working memory, and inhibition/ cognitive flexibility tasks, these results were not statistically significant. Results are consistent with previous research which has also detected performance differences by the ADHD subtypes on executive functioning tasks; however, not at the clinically significant level. Analyses examining symptom severity indicated a relation between inattentive symptoms and executive functioning performance. Thus, further exploration into executive functioning within the ADHD subtypes is needed for the clarification of the neuropsychological similarities and differences of these two ADHD subtypes. Such research could assist in the establishment of effective interventions and assessment tools to aid in the earlier and more accurate identification of children with ADHD. / text

The primary purpose of the present study was to evaluate the effectiveness of a highly individualized conjoint behavioural consultation model with group videotape therapy as a means of decreasing externalizing behaviour problems of children with developmental disabilities. The effects of the intervention were examined via changes in children's target behaviors throughout the course of the intervention, along with pre-intervention and postintervention changes of problem behaviors on standardized measures, and during parentchild play observations. Parent outcome was evaluated by changes in parental knowledge of behavioural principles, changes in parental management skills, and parental discipline approaches. Finally, parental acceptability of the intervention was examined as well as the relationship between intervention acceptability and outcome. A multiple baseline research design was used with 22 children, their parents, and teachers. Results indicated that children's target behaviors improved from baseline to intervention. Moreover, parental knowledge of behavioral principles, parental discipline strategies, and behavioral management skills improved from pre-intervention to post-intervention. Further, high acceptability ratings were reported by parents at post-intervention. Finally, a positive relationship was found between intervention effectiveness and acceptability. Results are discussed in light of their implications and contributions to the literature in school psychology.