As early as school-entry, children with symptoms of attention deficit hyperactivity disorder (ADHD) face academic disadvantage and are at risk for cumulative and long-term academic difficulties. It is important to identify factors that contribute to better school functioning in these at-risk children, particularly during the foundational academic years, in order to inform early prevention and intervention efforts. Theory and research highlight the important role of parents in children’s overall early academic functioning. The current line of research examined parents’ belief in their ability to help their child learn, i.e., self-efficacy, as a relevant and potentially robust and malleable correlate to children’s early academic functioning. Chapter 1 outlines self-efficacy theory and previous research on parental self-efficacy and child outcomes to provide rationale for this proposed relationship. Next, the two studies in this line of research are presented. Study 1 (Chapter 2) examines the relationship of parental self-efficacy, when considered alongside child inattentive and hyperactive/impulsive symptoms, to kindergarten teacher ratings of children’s academic enabler skills. Study 2 (Chapter 3) examines the relationship of parental self-efficacy and child inattentive and hyperactive/impulsive symptoms to parental involvement and the quality of the parent-teacher relationship in kindergarten. Chapter 4 discusses implications of findings in terms of the potential multi-system level benefit of having a parent that believes in their capacity to help their child learn as their child transitions into school. Finding suggest that inattentive and hyperactive/impulsive symptoms are negatively related to parental self-efficacy in this young, non-clinical sample. Findings also suggest that parental self-efficacy, when considered along with child inattentive or hyperactive/impulsive symptoms contributes to variance in some indicators of early school functioning (e.g., academic enablers, home-based parental involvement, perceived quality of the parent-teacher relationship). Limitations and future directions are also discussed.

Nonverbal Learning Disability (NVLD) is a syndrome characterized by impaired social perception, visual-spatial skills, fine motor coordination, and mathematics abilities. Researchers have found that children with NVLD often have significant symptoms of inattention, and there is evidence that the majority of children with NVLD also meet clinical criteria for Attention Deficit/Hyperactivity Disorder, Predominantly Inattentive Subtype (ADHD:PI) (Brown, 2000; Gross-Tsur & Shalev, 1995; Voeller, 1996). Although significant overlap is observed between NVLD and behavioral symptoms of ADHD, little research has focused on the specific attention problems of children with NVLD. Given the high incidence of co-morbid attention problems with NVLD (Brown, 2000), many researchers have proposed that overlapping neural regions are responsible for the similarity in attention impairments observed in both NVLD and ADHD:PI (Denckla, 2000; Stefanatos, 2001). Other researchers suggest that there are distinct neurological impairments in children with NVLD and both subtypes of ADHD that result in attention problems. Specifically, Rourke (1995) suggested a developmental sequence that results in generally intact auditory attention with impaired attention for visual stimuli in children with NVLD. This study sought to reconcile the discrepancy between conceptualizations of attention problems in children with NVLD. It was hypothesized that children with NVLD would exhibit distinct profiles of strengths and weaknesses on neuropsychological measures of attention compared to children with ADHD, Predominantly Inattentive Subtype (ADHD:PI) and ADHD, Combined Subtype (ADHD:C). Specifically, it was expected that the three diagnostic groups would differ on the neuropsychological measures depending on the attention modality (auditory vs. visual). Extant neuropsychological data from 88 children between the ages of 9 and 15 years of age with diagnoses of NVLD, ADHD:PI, and ADHD:C were analyzed. Neuropsychological measures of processing speed, working memory, vigilance, and inhibition were examined to compare specific domains of attention functioning in the three groups. Evidence from the current study supported the model in which NVLD and the two ADHD subtypes represent a continuum of dysfunction dependant on overlapping neural regions. Moreover, specific attention strengths and weaknesses in children with NVLD compared to children with ADHD:PI, ADHD:C, and normative data were identified in order to inform clinical diagnosis and intervention. / text

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most commonly diagnosed of child clinical syndromes and is associated with poor academic achievement, poor peer and family relations, and an elevated risk for anxiety, depression, and conduct disorder (Barkley ,1990; Barkley, Guevremont, Anastopoulos, DuPaul, & Shelton, 1993; Barkley, Murphy, & Kwasnik, 1996; Beiderman, Faraone, & Lapey, 1992; Fischer, Fischer, et al., 1990; Hinshaw, 1994; Nadeau 1995; Weiss & Hechtman, 1993). Although ADHD is one of the most commonly diagnosed and widely researched disorders, the diagnostic criteria and defining characteristics of ADHD remain controversial (Wolraich, 1999). The current diagnostic formulation, as specified by the DSM-IV-TR, includes three distinct subtypes: Attention Deficit Hyperactivity Disorder- Predominantly Hyperactive Impulsive Type (ADHD-H), Attention Deficit Hyperactivity Predominantly Inattentive Type (ADHD-PI) and Attention Deficit Hyperactivity Disorder- Combined Typed (ADHD-C). Perhaps the most controversial aspect of the current nosology is the inclusion of the inattention symptoms within the family of ADHD diagnoses (Milich, Balentine, Lynam, 2001). Researchers and clinicians have further posited that ADHD-PI represents a distinct disorder with two subtypes: inattentive-disorganized and sluggish cognitive tempo. This study explored the relation between reading fluency, sluggish cognitive tempo symptoms, disorganized symptoms, processing speed and ADHD diagnosis. This study examined performance of children diagnosed 77 children diagnosed with ADHD (i.e. 53 participants met criteria for ADHD-PI and 24 participants met criteria for ADHD-C) on measures of cognitive functioning, processing speed, behavioral reports, sluggish cognitive tempo, disorganization and reading fluency. Significant group differences did not emerge on measures of processing speed, sluggish cognitive tempo symptoms or disorganized symptoms. Path analysis was employed to examine the simultaneous effects of processing speed on inattention symptoms, hyperactive/impulsive symptoms, SCT symptoms, DO symptoms, reading fluency, and internalizing symptoms. In addition, the paths from SCT symptoms, DO symptoms, inattention symptoms, and hyperactive/impulsive symptoms to reading fluency and internalizing symptoms were also be examined. Processing speed had a significant direct effect on SCT symptoms, Inattention Symptoms and Reading Fluency. In addition, SCT symptoms had a significant direct effect on anxiety symptoms. In summary, findings from the study provide important information about the link between processing speed, attention written, and reading fluency. Limitations of the study and implications for future research and practice are discussed. / text

I study various aspects of mutual funds in my thesis. These are divided over four chapters. The first chapter is an introduction to the thesis and sets out an executive summary of my research. The second to fourth chapters each deal with a new concept. The second chapter shows that the sensitivity of an investor's reaction to a mutual fund's recent performance increases with the fund's historical performance. Put differently, bad (good) performance combined with a good-history for a fund results in a greater fraction of capital outflows (inflows) relative to a fund with a poor past history. The evidence is puzzling as we would expect investors to stick with a fund having a good-history, even after a single bad performance. I solve this problem using a model with investors of differing attentiveness. In equilibrium, fund owner's attentiveness increases the historical record of a fund. With this mechanism, the model can explain the higher sensitivity of outflows for higher reputation funds. The chapter is important in that it shows that return-chasing behavior is not ubiquitous. It also provides a clear evidence where the market is slow to incorporate the new information into decision making. The third chapter studies the managerial side of the mutual funds industry regarding the risk-taking behavior of the mutual funds. Mutual fund managers are compared against a benchmark or with the peers. The employment, as well as investor's capital flows, depends on how the manager fares in the competition. I present new evidence in the chapter that the exposure of a manager to these risks is heterogeneous, and manager's historical performance governs it. The evidence implies that the risk-appetite and behavior of a manager depends on his historical performance. I find strong support in the data for this hypothesis. I show that funds with poor historical performance do not boost the portfolio risk to catch up with the peers if they are lagging at the interim date. In general, the risk appetite of the poor-history manager is less driven by their interim performance. But the good-history managers respond to their midyear position and more so during the bull years. The evidence on risk-shifting is consistent with the evidence on how each incentive behaves for good and poor history managers over bull and bear phases. The fourth chapter shows that capital movement in and out of a mutual fund is more sensitive to fund performance during periods of high market volatility. I explain this result using a model where the manager has picking as well as timing skill. A volatile market presents an opportunity to generate timing value and to that extent produces speedy learning about managerial timing ability. Persistence in volatility boosts the sensitivity of flows to performance during such times. Given the counter-cyclical nature of market volatility, the model predicts that the flow sensitivity is higher during the recessions. Data supports the model prediction. The chapter provides a clear example when the trade volume (here capital flows) is linked positively with the volatility. Usually, literature has shown how the volatile periods slows the learning and hence trade volumes too. But my model indicates that there could be substantial learning going on during volatile times about critical economics parameters, mainly because those parameters are revealed only during volatile times.

abstract: Driving a vehicle is a complex task that typically requires several physical interactions and mental tasks. Inattentive driving takes a driver’s attention away from the primary task of driving, which can endanger the safety of driver, passenger(s), as well as pedestrians. According to several traffic safety administration organizations, distracted and inattentive driving are the primary causes of vehicle crashes or near crashes. In this research, a novel approach to detect and mitigate various levels of driving distractions is proposed. This novel approach consists of two main phases: i.) Proposing a system to detect various levels of driver distractions (low, medium, and high) using a machine learning techniques. ii.) Mitigating the effects of driver distractions through the integration of the distracted driving detection algorithm and the existing vehicle safety systems. In phase- 1, vehicle data were collected from an advanced driving simulator and a visual based sensor (webcam) for face monitoring. In addition, data were processed using a machine learning algorithm and a head pose analysis package in MATLAB. Then the model was trained and validated to detect different human operator distraction levels. In phase 2, the detected level of distraction, time to collision (TTC), lane position (LP), and steering entropy (SE) were used as an input to feed the vehicle safety controller that provides an appropriate action to maintain and/or mitigate vehicle safety status. The integrated detection algorithm and vehicle safety controller were then prototyped using MATLAB/SIMULINK for validation. A complete vehicle power train model including the driver’s interaction was replicated, and the outcome from the detection algorithm was fed into the vehicle safety controller. The results show that the vehicle safety system controller reacted and mitigated the vehicle safety status-in closed loop real-time fashion. The simulation results show that the proposed approach is efficient, accurate, and adaptable to dynamic changes resulting from the driver, as well as the vehicle system. This novel approach was applied in order to mitigate the impact of visual and cognitive distractions on the driver performance. / Dissertation/Thesis / Doctoral Dissertation Applied Psychology 2017

Objetivo: Este estudo investigou se fatores ambientais familiares estão associados com o transtorno de déficit de atenção/hiperatividade, tipo predominantemente desatento (TDAH-D). Método: Estudo de caso-controle. A amostra foi composta de 100 crianças e adolescentes com TDAH-D e 100 controles sem o diagnóstico de transtorno de déficit de atenção/hiperatividade (TDAH). A amostra foi composta de pacientes da comunidade, e todos foram avaliados de maneira sistemática, incluindo o diagnóstico feito por entrevista semi-estruturada, e revisão por psiquiatra de infância e adolescência. Os fatores familiares avaliados foram: índice de adversidade psicossocial de Rutter (discórdia marital, baixa classe social, tamanho familiar grande, criminalidade paterna, transtorno psiquiátrico materno), Family Environment Scale – FES (escores de coesão, expressividade e conflito) e Family Relationship Index – FRI (baseado nos escores acima). Resultados: Após o ajuste dos fatores confundidores (fobia social e presença de TDAH materno), a razão de chances (RC) para TDAH-D aumentou com o aumento progressivo da presença dos indicadores de adversidades de Rutter. A RC para TDAH-D foi 3,9 vezes maior em pacientes tendo 1 indicador de Rutter, quando comparado a pacientes que não tinham nenhum indicador (p=0,035; intervalo de confiança [IC] = 1.1-14). A chance de ter TDAH-D foi 7,9 vezes (p=0,002; IC=2.1- 28.9) e 8,9 vezes (p=0,006; IC=1,9-43) maior em crianças e adolescentes que tinham 2 e 3 indicadores, respectivamente. Famílias de crianças com menores escores de coesão apresentaram maior RC para TDAH-D (RC 1,24; 95% IC 1,05- 1,45). Valores menores do FRI, um índice geral do relacionamento familiar, também estiveram relacionados com uma chance maior de TDAH-D (RC 1,11; 95% IC 1,03- 1,21). Conclusões: Nós concluímos que adversidade familiar (em geral), e baixa coesão familiar, além de um baixo índice de relacionamento familiar (em particular), são associados com um aumento do risco para TDAH-D. / Objective: This study investigated whether family-environment risk factors are associated with attention-deficit/hyperactivity disorder, inattentive type (ADHD-I). Method: In a case-control study, we assessed a nonreferred sample of 100 children and adolescents with ADHD-I and 100 non-ADHD controls (6-18 years old). They were systematically evaluated through structured diagnostic interviews. The following family adversity measures were used: Rutter’s family adversity index (marital discord, low social class, large family size, paternal criminality, maternal mental disorder), Family Environment Scale - FES (subscores of cohesion, expressiveness and conflict) and Family Relationship Index - FRI (based on the subscores above). Results: After adjusting for confounding factors (social phobia and maternal history of ADHD), the odds ratio (OD) for ADHD-I increased as the number of Rutter’s indicators increased. More specifically, the odds of having ADHD-I were 3.9 times greater in patients having one indicator compared with patients having none of Rutter’s indicators (p = .035; confidence interval [CI] = 1.1 – 14). The odds of having ADHD-I were 7.9 (p = .002; CI = 2.1 – 28.9) and 8.9 (p = .006; CI = 1.9 – 43) times greater in children and adolescents with 2 and 3 indicators, respectively. Families of children with lower FES cohesion subscores presented higher OR for ADHD-I (OR 1.24; 95% confidence interval 1.05-1.45). Lower levels of FRI, a general index of family relationship, also were related to higher risk of ADHD-I (OR 1.11; 95% confidence interval 1.03-1.21). Conclusions: We conclude that family adversity (in general), and low family cohesion and low family relationship index (in particular), are associated with an increase in the risk for ADHD-I.

This study examined the effects of peer tutoring and self-monitoring interventions on the oral reading performance of students exhibiting symptoms of AttentionDeficit/Hyperactivity Disorder: Predominantly Inattentive Type. A multiple baseline across participants design was used to evaluate the effectiveness of the peer tutoring and self-monitoring interventions with four second grade students who were tutored by fourth grade students. Results indicated that the median number of words read correct per minute as measured by curriculum-based measurement reading probes increased from baseline to intervention phases for three of the four tutee participants. In addition, the median number of errors from baseline to intervention phases decreased for three of the four participants. However, data were highly variable for three of the four participants. In addition, the percentage of intervention data points that overlapped baseline data was higher than the percentage of non-overlapping data points. Consumer satisfaction was rated positively by tutee and teacher participants. All tutee participants rated peer tutoring as a fair intervention and agreed that this intervention would help them do better in school. In addition, teacher ratings indicated that peer tutoring was an acceptable and beneficial intervention for students. The teachers reported that they liked the procedures used in this intervention. Teacher ratings also indicated that these teachers would recommend this intervention to other teachers and would implement this intervention with other students. These teachers also strongly agreed that this intervention would be appropriate for a variety of students. Implications for future research and practice are discussed.

Aim of the present study was to evaluate executive functions (EF) such as inhibition, planning, working memory, set-shifting in children with Attention Deficit / Hyperactivity Disorder (ADHD) via comparison of three ADHD subtype groups (ADHD-I, ADHD-C and ADHD-Comorbid) and a normal control group. Participants consist of 147 children. Total of 111 children were assigned into the ADHD groups of the study. Thirty seven children (5 girl and 32 boys) were assigned into the ADHD-Inattentive group, thirty seven children (6 girls and 31 boys) were assigned into the ADHD-Combined group / and thirty seven children (4 girls and 33 boys) were classified as ADHD-Comorbide group (ADHD-C with Oppositional Defiant Disorder consists of 4 girls and 31 boys, and/or Conduct Disorders consists of 2 boys). Thirty six children (6 girls and 30 boys / age range: 7- 12) were assigned as control group by matching with the ADHD groups according to the WISC-R Full Scale IQ score, sex and age. Conner&rsquo / s Parental and Teacher Rating Scales, Child Behavior Check List and Wechsler Intelligence Scale Revised, Tower of London Test, Wisconsin Card Sorting Test, Stroop Color Word Test, Cancellation Task, Trail Making Test, California Verbal List Test for Children, Verbal Fluency Test, Continuous Performance Test, Go-No-Go Task and Bender-Gestalt Test were used for the assessment of children. The data were analyzed by one-way within subject ANOVA for all dependent variables measured by the assessment tools. Additionally discriminant function analyses were conducted to determine the variables that differentiate the three ADHD groups and control group. Outcome of study indicated that subjects in ADHD-Comorbid group had more severe Executive Function (EF) deficits than subjects in ADHD-I and ADHD-C group. The findings were discussed in the light of the literature.

Objetivo: Este estudo investigou se fatores ambientais familiares estão associados com o transtorno de déficit de atenção/hiperatividade, tipo predominantemente desatento (TDAH-D). Método: Estudo de caso-controle. A amostra foi composta de 100 crianças e adolescentes com TDAH-D e 100 controles sem o diagnóstico de transtorno de déficit de atenção/hiperatividade (TDAH). A amostra foi composta de pacientes da comunidade, e todos foram avaliados de maneira sistemática, incluindo o diagnóstico feito por entrevista semi-estruturada, e revisão por psiquiatra de infância e adolescência. Os fatores familiares avaliados foram: índice de adversidade psicossocial de Rutter (discórdia marital, baixa classe social, tamanho familiar grande, criminalidade paterna, transtorno psiquiátrico materno), Family Environment Scale – FES (escores de coesão, expressividade e conflito) e Family Relationship Index – FRI (baseado nos escores acima). Resultados: Após o ajuste dos fatores confundidores (fobia social e presença de TDAH materno), a razão de chances (RC) para TDAH-D aumentou com o aumento progressivo da presença dos indicadores de adversidades de Rutter. A RC para TDAH-D foi 3,9 vezes maior em pacientes tendo 1 indicador de Rutter, quando comparado a pacientes que não tinham nenhum indicador (p=0,035; intervalo de confiança [IC] = 1.1-14). A chance de ter TDAH-D foi 7,9 vezes (p=0,002; IC=2.1- 28.9) e 8,9 vezes (p=0,006; IC=1,9-43) maior em crianças e adolescentes que tinham 2 e 3 indicadores, respectivamente. Famílias de crianças com menores escores de coesão apresentaram maior RC para TDAH-D (RC 1,24; 95% IC 1,05- 1,45). Valores menores do FRI, um índice geral do relacionamento familiar, também estiveram relacionados com uma chance maior de TDAH-D (RC 1,11; 95% IC 1,03- 1,21). Conclusões: Nós concluímos que adversidade familiar (em geral), e baixa coesão familiar, além de um baixo índice de relacionamento familiar (em particular), são associados com um aumento do risco para TDAH-D. / Objective: This study investigated whether family-environment risk factors are associated with attention-deficit/hyperactivity disorder, inattentive type (ADHD-I). Method: In a case-control study, we assessed a nonreferred sample of 100 children and adolescents with ADHD-I and 100 non-ADHD controls (6-18 years old). They were systematically evaluated through structured diagnostic interviews. The following family adversity measures were used: Rutter’s family adversity index (marital discord, low social class, large family size, paternal criminality, maternal mental disorder), Family Environment Scale - FES (subscores of cohesion, expressiveness and conflict) and Family Relationship Index - FRI (based on the subscores above). Results: After adjusting for confounding factors (social phobia and maternal history of ADHD), the odds ratio (OD) for ADHD-I increased as the number of Rutter’s indicators increased. More specifically, the odds of having ADHD-I were 3.9 times greater in patients having one indicator compared with patients having none of Rutter’s indicators (p = .035; confidence interval [CI] = 1.1 – 14). The odds of having ADHD-I were 7.9 (p = .002; CI = 2.1 – 28.9) and 8.9 (p = .006; CI = 1.9 – 43) times greater in children and adolescents with 2 and 3 indicators, respectively. Families of children with lower FES cohesion subscores presented higher OR for ADHD-I (OR 1.24; 95% confidence interval 1.05-1.45). Lower levels of FRI, a general index of family relationship, also were related to higher risk of ADHD-I (OR 1.11; 95% confidence interval 1.03-1.21). Conclusions: We conclude that family adversity (in general), and low family cohesion and low family relationship index (in particular), are associated with an increase in the risk for ADHD-I.

137 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-25T18:37:38Z No. of bitstreams: 1 Dissertacao_Diana Cardoso.pdf: 643826 bytes, checksum: 24ae80b1e26893a6fc929332fabcefa0 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-04-30T20:22:42Z (GMT) No. of bitstreams: 1 Dissertacao_Diana Cardoso.pdf: 643826 bytes, checksum: 24ae80b1e26893a6fc929332fabcefa0 (MD5) / Made available in DSpace on 2013-04-30T20:22:42Z (GMT). No. of bitstreams: 1 Dissertacao_Diana Cardoso.pdf: 643826 bytes, checksum: 24ae80b1e26893a6fc929332fabcefa0 (MD5) Previous issue date: 2007 / A presente pesquisa tem como objetivo analisar a concepção do professor sobre o TDAH (Transtorno de Déficit de Atenção e Hiperatividade) na identificação, caracterização e gestão dos comportamentos desatento, hiperativo e impulsivo dos alunos em sala de aula. Os sujeitos da pesquisa foram quarenta professores que lecionam nas classes de educação infantil, ensino fundamental e ensino médio em escolas públicas e / ou particulares da cidade de Salvador, participantes dos cursos ministrados pela mestranda sobre TDAH entre o 2º semestre de 2005 e o 1º semestre de 2006. O referencial teórico foi construído com base em: Barkley (2002), Mattos (2003), Arruda (2006), Vasconcellos (2002), Vigotski (1998) e outros autores. O método adotado foi a análise de conteúdo obtido a partir das informações contidas no instrumento utilizado para a coleta dos dados: um questionário aberto contendo 11 (onze) questões que foram distribuídas em três categorias: a primeira referiu-se a caracterização dos comportamentos desatento, hiperativo e impulsivo; a segunda dedicou-se ao aspectos social e emocional e a terceira tratou da práxis pedagógica. Diante da análise dos dados, observou-se a semelhança da descrição das características dos comportamentos desatento, hiperativo e impulsivo, feita pelos professores, com os critérios diagnósticos do TDAH apresentados pelo Manual Diagnóstico e Estatístico de Transtornos Mentais - DSM IV. Constatou-se, assim, que o conhecimento dos professores sobre o TDAH, consiste apenas em caracterizar os comportamentos desatento, hiperativo e impulsivo. Os resultados mostraram o desconhecimento e despreparo deles para lidar com o aluno que apresenta estes tipos de comportamento em sala de aula; bem como os sentimentos de impotência, intolerância e incapacidade vivenciados pelo professor. Por fim, evidenciou-se a importância de fomentar discussão sobre o modelo de gestão e metodologia usado em sala de aula, pois o estudo revelou a tendência dos professores em atribuir o comportamento inadequado do aluno a causas familiares, emocionais e sociais, esquecendo de refletir sobre a práxis pedagógica adotada nas escolas. / Salvador