Psychology (Functional Area: Clinical-Developmental)
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Browsing Psychology (Functional Area: Clinical-Developmental) by Subject "ADHD"
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Item Open Access A Meta-Analytic Review of Gender Differences on Delay of Gratification and Temporal Discounting Tasks in ADHD and Typically Developing Populations(2018-03-01) Doidge, Joshua Leon; Toplak, Maggie E.Individuals with Attention-Deficit/Hyperactivity Disorder (ADHD) tend to prefer smaller immediate rewards over larger delayed rewards compared to Typically Developing (TD) individuals. Currently it is unknown if males and females with ADHD differ in their preferences for delayed rewards, although females and males with ADHD appear to manifest differences in symptoms as well as in other cognitive and emotional domains. We used meta-analytic methods to examine gender differences on delay of gratification and temporal discounting tasks in both TD and ADHD samples. There were no differences between TD males and TD females, but males with ADHD were more likely to choose the larger delayed rewards than females with ADHD. These findings indicate a dissimilar pattern of gender differences for those with ADHD compared with TD samples. Implications of our findings are also discussed.Item Open Access Clinician Factors Related to the Delivery of Psychotherapy for Youth with Autism and ADHD(2022-03-03) Roudbarani, Flora Homa; Weiss, JonathanChildren and adolescents with autism are far more likely than children without autism to experience co-occurring mental health problems such as anxiety or depression. Though evidence-based psychotherapy that addresses mental health problems in youth without autism has been effective for youth with autism (e.g., cognitive behaviour therapy), these youth are less likely to receive such interventions. Recent research indicates that clinician factors, such as knowledge, attitudes, confidence, and beliefs, can impact their decisions to provide care, though this work has primarily focused on adults or within the context of one kind of treatment (CBT). The current study examined psychological predictors of clinicians intention to deliver psychotherapy to youth with autism or ADHD. Participants included 611 clinicians aged 20 to 75 across publicly funded agencies in Ontario, Canada. Multiple mediation analyses revealed clinician knowledge was associated with intention to treat clients with autism or ADHD, and normative pressures and attitudes partially mediated this association. Clinicians felt less likely to treat clients with autism than those with ADHD, partly because of differences in their attitudes and normative pressures, which related to their knowledge. This research suggests that targeted training around autism and mental health care may be a useful initiative for mental health agency staff.Item Open Access Examination of a Novel Unstructured Performance-based Measure of Executive Function in Children with Attention Deficit Hyperactivity Disorder and a Community Sample of Typically Developing Children(2016-11-25) Ledochowski, Justine Maya; Toplak, Maggie E.Executive functions enable problem solving and goal attainment. EF have been assessed with performance-based measures and rating scales. Research has shown a lack of association between these two methods. One framework used to understand this difference is the structure provided on performance-based measures and not provided on rating scales. This study investigated the role of structure through examining a novel Unstructured-Performance-based Task (UPT). Eighty children between 8-12 (38 with ADHD, 42 typically developing, Mage= 9.56, SD= 1.29) and their parents participated. Significant associations emerged between the UPT, performance-based measures and rating scale. Performance-based measures and the rating scale significantly predicted UPT performance. Group differences were found across all measures. The UPT significantly predicted ADHD status when entered with performance-based measures, but not the rating scale. Results suggest UPT may be a promising measure to assess EF related difficulties in ADHD and provide a picture of childrens behaviours in unstructured environments.Item Open Access Executive Functioning and Theory of Mind: Links with Emerging Adult Peer, Occupational, and Romantic Adjustment(2021-11-15) Mintah, Kojo; Desrocher, Mary E.Few studies have directly examined associations between executive functioning (EF), theory of mind (ToM), and social adjustment among emerging adults, as well as contextual variables influencing these associations. This dissertation was devised to explore relationships between EF, ToM, and social adjustment in emerging adults in a programmatic fashion, utilizing different methodologies. Study 1 was a systematic review. The goal was to outline a research-based model of emerging adult peer, occupational, and romantic adjustment, based on EF and ToM. The review protocol was published with PRISMA. Descriptive synthesis across 38 studies revealed small to moderate effects of survey measures of self/emotional regulation EF difficulties on peer or romantic adjustment, with larger effects on aggression-based peer or dating variables. Both survey-based and performance-based EF measures predicted occupational adjustment. ADHD symptoms moderately predicted impairment in all domains. Rare studies examining ToM showed its significant positive associations with romantic adjustment, inconsistent associations with peer adjustment, and did not investigate its associations with occupational adjustment. The Study 2 goal was to address research gaps identified in Study 1, and to test an SEM model of executive dysfunction (EDF) and ToM effects on social adjustment in a sample of 295 emerging adults. Survey-based EDF negatively predicted peer and occupational adjustment, and positively predicted dating aggression. Latent ToM positively predicted peer and academic adjustment, and negatively predicted dating aggression. ADHD positively predicted EDF, and family-functioning negatively predicted EDF through increased anxiety. As partially hypothesized, performance-based EDF negatively predicted academic, though not employment adjustment. Study 3 was a qualitative deductive thematic analysis with 15 emerging adults with head injury histories. The goal was to further explore variables contextualizing associations between EF, ToM, and social adjustment. Several sub-themes assumed apriori resulted, including problems with EF, ToM, friendships, school, work, and romantic relationships, in addition to social support protective factors. Emergent themes included non-executive cognitive problems, physical symptoms, temperamental characteristics, sports and driving problems, and coping strategies. In summary, the common themes across the three studies included evidence of significant but limited associations between EF, ToM, and social adjustment, with influences on these associations from biopsychosocial risk and resilience factors.Item Open Access Identifying Attention Commonalities and Differences Between Attention-Deficit/Hyperactivity Disorder and Autism Spectrum Disorder(2015-08-28) Oczak, Sara; Bebko, James M.The present study examined one of Posner and Petersen’s (1990) attention networks (i.e., orienting – the ability to selectively focus on pertinent information) in children with Autism Spectrum Disorder (ASD) as compared to Attention-Deficit/Hyperactivity Disorder (AD/HD). The orienting processes of disengagement (i.e., reallocation of attention away from one stimulus onto another) and shifting (i.e., movement of attention from one stimulus to another) were studied via a novel eye-tracking task designed to measure exogenous (externally-cued) and endogenous (internally-cued) attention. The study’s purpose was to analyse whether unique orienting impairments are present in ASD that are separate from those observed in AD/HD. The ASD group showed marginally-significant delays with exogenous disengagement and shifting as compared to the AD/HD group. The AD/HD group showed significantly greater fixation durations when disengaging their endogenous attention as compared to the ASD group. In conclusion, patterns of unique orienting deficiencies appear to be present in the ASD population.Item Open Access Performance Calibration in Children With Attention-Deficit/Hyperactivity Disorder (ADHD) And A Community Sample of Typically Developing Children(2018-03-01) Basile, Alexandra Gilda; Toplak, Maggie E.This study investigated performance calibration in 81 8-12 year-old children [M = 119.89 months (or 9 years, 11months), SD = 14.92 months, 26 females], 39 with and 42 without ADHD, from the Greater Toronto Area. Performance calibration was evaluated across the domains of general knowledge, emotion recognition, and recognition of the valence of social situations using several indices. Parents of children in the clinical ADHD group rated their childrens performance calibration skills significantly lower than parents in the typically developing (TD) group. While no group difference in performance calibration for general knowledge items were observed, the easy-hard effect was demonstrated, such that harder items elicited overconfidence and easier items elicited underconfidence across groups. The clinical ADHD group rated their effort expenditure significantly lower across most tasks although there were no differences in the perception of difficulty compared to the TD group. The clinical ADHD group was significantly overconfident on emotion recognition compared to the TD group, whereas the TD group was more accurate and underconfident across emotions. The clinical ADHD group was more confident overall when recognizing the valence of ambiguous social situations and more confident on the negative situations compared to the TD group. Thus, this study obtained performance calibration differences across facial emotion recognition and interpretation of social situations for children with ADHD compared to a TD group. The Bias Index, a measure of under/overconfidence, was recommended for future examinations of group differences in performance calibration. An investigation of the clinical utility of different performance calibration measures is presented and implications for interventions are discussed.