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DOMESTIC PARENT-CHILD INTERACTION PROBLEMS AND WORKING MEMORY: THE MEDIATING ROLE OF INATTENTIVE ADHD SYMPTOMS

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Date Issued:
2017
Abstract/Description:
The intent of this thesis is to explore the mediating effects of ADHD Inattentive symptoms on domestic parent-child interaction problems and working memory. Inattentive symptoms in children with ADHD are known to cause forgetfulness, slow processing speed, and negative parent-child interactions. Working memory deficits in phonological short term memory and the central executive are also well-established in children with ADHD. However, it is currently unknown to what extent inattentive symptoms are responsible for home behavior problems in conjunction with phonological working memory deficits. The aims are tested using two validated, common clinical questionnaires: The Teacher Report Form and the Home Situations Questionnaire. Additionally, working memory and executive function are tested using a phonological letter-number sequencing task and a visuospatial dot-in-the-box task. Results show that inattentive symptoms mediate the relationship between working memory and parent-child interaction problems. Teacher reports of inattention affect the degree to which the child experiences behavior problems at home, and also affects the phonological working memory system implicated in this behavior. Future directions include using a more diverse sample, investigating a wider range of ADHD symptoms, investigating effects across multiple settings, and exploring possibilities of additional executive functioning mediators.
Title: DOMESTIC PARENT-CHILD INTERACTION PROBLEMS AND WORKING MEMORY: THE MEDIATING ROLE OF INATTENTIVE ADHD SYMPTOMS.
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Name(s): Mohan, Svetha, Author
Rapport, Mark, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2017
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The intent of this thesis is to explore the mediating effects of ADHD Inattentive symptoms on domestic parent-child interaction problems and working memory. Inattentive symptoms in children with ADHD are known to cause forgetfulness, slow processing speed, and negative parent-child interactions. Working memory deficits in phonological short term memory and the central executive are also well-established in children with ADHD. However, it is currently unknown to what extent inattentive symptoms are responsible for home behavior problems in conjunction with phonological working memory deficits. The aims are tested using two validated, common clinical questionnaires: The Teacher Report Form and the Home Situations Questionnaire. Additionally, working memory and executive function are tested using a phonological letter-number sequencing task and a visuospatial dot-in-the-box task. Results show that inattentive symptoms mediate the relationship between working memory and parent-child interaction problems. Teacher reports of inattention affect the degree to which the child experiences behavior problems at home, and also affects the phonological working memory system implicated in this behavior. Future directions include using a more diverse sample, investigating a wider range of ADHD symptoms, investigating effects across multiple settings, and exploring possibilities of additional executive functioning mediators.
Identifier: CFH2000161 (IID), ucf:45976 (fedora)
Note(s): 2017-05-01
B.S.
College of Sciences, Psychology
Bachelors
This record was generated from author submitted information.
Subject(s): ADHD
working memory
parent-child interaction
home behavior problems
inattention
mediation analysis
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFH2000161
Restrictions on Access: campus 2022-05-01
Host Institution: UCF

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