Research indicates that some college students may be strongly motivated to feign AHDD symptoms for desired external incentives, such as stimulant medication or academic accommodations. To date, literature examining feigned ADHD has been primarily focused on ADHD specific self-report measures (e.g., CAARS) and continuous performance tests (e.g., CPTs); however, little attention has been devoted to the use of multi-scale inventories in detecting feigned ADHD. For CPT measures, virtually no literature exists on the effectiveness of the TOVA to identify feigned ADHD, despite its frequent clinical use for establishing this diagnosis. The current study utilized a between-subjects simulation design to validate feigning cut scores on ADHD-specific measures using 66 feigners and 51 confirmed ADHD cases. As prior literature suggested, the results convincingly demonstrated that face-valid ADHD assessment measures were easily faked. Across both TOVA modalities (e.g., Auditory and Visual), the ADHD simulators performed significantly poorer than those diagnosed with ADHD. As an innovative approach, a Dissimulation-ADHD (Ds-ADHD) scale was developed and initially validated. The Ds-ADHD is composed of ten MMPI-2-RF items mistakenly believed to be clinical characteristics associated with ADHD. Requiring cross-validation, Ds-ADHD optimized cut scores and classification of ADHD feigners appears promising. They were clearly distinguishable from ADHD client, as well as those feigning general psychopathology. Recommendations for the utilization of the Ds-ADHD scale, and future directions for research are discussed.

Made available in DSpace on 2016-04-27T14:32:32Z (GMT). No. of bitstreams: 1 Roberto Sussumu Wataya.pdf: 12788561 bytes, checksum: eb8f9cad18841149a8e1f1cf41d7e2fd (MD5) Previous issue date: 2009-06-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Blind and visually impaired people are unable to see and appreciate pictorial art because of visual problems, for, as we know, visual language is still the prevailing form of communication in cultural activities. Individuals who bear Special Visual Needs (ISVN) can utilize a 3D perception development system, that allows, through an educational process, the ISVN to be prepared for a new reality, that is, to go from the 2D dimension to the 3D. Such a system would help these individuals to read the world in an imagery rich context. This study aimed at showing that systems based on Augmented Reality (AR) can facilitate ISVN`s inclusion in the world of painting. In order to accomplish this study, a Colaborative Authorship with Augmented Reality System (CAARS) was used to develop perception systems. These perception systems were utilized in 3D learning situations with 10 congenital blind adults, 4 of which are undergraduate students at UNASP/SP and 6 graduated professionals. These experiences showed that the proposed perception system offered the congenital blind individuals the possibility of learning all the techniques and concepts of 3D representation and interact with certain autonomy in the environment. The 3D perception systems developed for the congenital blind individuals enables them to have access to museums and other cultural spaces, resulting in a contribution to the social inclusion of this group / Pessoas cegas estão impossibilitadas de contemplar e apreciar a arte pictórica por problemas visuais, pois a linguagem visual ainda é a forma de comunicação predominante nas ações culturais. Os Portadores de Necessidades Especiais Visuais (PNEV s) podem utilizar um Sistema de Desenvolvimento de Percepção em 3D (SDP3D) que permita, por processo educacional educar o DV para uma nova realidade, a partir da dimensão 3D <---> 2D. Tal sistema deve ajudar a fazer a leitura do mundo em um contexto rico em representações. Este estudo, teve como objetivo mostrar que sistemas baseados em Realidade Aumentada (RA) podem facilitar a inclusão dos DV s no mundo da pintura. Para realização deste trabalho, foi utilizado o Sistema de Autoria Colaborativa com Realidade Aumentada (SACRA), para elaboração do SDP3D e suas aplicações na aprendizagem em representações 3D, e a participação de 10 cegos congênitos adultos, sendo quatro graduandos no UNASP/SP, e seis profissionais já graduados. As experiências realizadas mostraram que o SDP3D, proposto ofereceu aos cegos congênitos a possibilidade de aprender todas as técnicas e os conceitos de representação 3D, e interagir com uma certa autonomia no ambiente. Esse sistema de desenvolvimento de percepção em 3D para cegos congênitos permite o acesso a espaços museológicos e também a outros espaços culturais, resultando em uma contribuição para a inclusão social desse grupo