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Hyperactivity in attention-deficit/hyperactivity disorder (ADHD): Testing functional relationships with phonological working memory performance and attention

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Date Issued:
2013
Abstract/Description:
Excessive gross motor activity is currently considered a ubiquitous and disruptive feature of attention-deficit/hyperactivity disorder (ADHD); however, an alternative model challenges this premise and hypothesizes a functional relationship between activity level, attention, and working memory. The current study investigated whether, and the extent to which, particular forms of gross motor activity are functionally related to children's attention and phonological working memory performance. Objective observations of children's gross motor movements and attention by independent observers were conducted while children with ADHD (n = 29) and typically developing children (n = 23) completed multiple counterbalanced tasks entailing low and high phonological working memory demand. The tasks were then sequenced hierarchically to reflect the lowest to highest activity level condition for each child. Results revealed that (a) ADHD-related phonological working memory performance deficits are moderated by increases in intra-individual activity level, (b) heightened activity level impacts performance independently of changes in observed attention, and (c) increases in particular forms of movement (foot movement and out-of-chair movement) contribute to greater phonological working memory performance within the context of attentive behavior. The findings collectively indicate that phonological working memory deficits in children with ADHD are associated with an inability to up-regulate motor activity to facilitate optimal task performance, and that behavioral treatments targeting reductions in certain forms of hyperactivity may have unintended consequences on working memory functioning in ADHD.
Title: Hyperactivity in attention-deficit/hyperactivity disorder (ADHD): Testing functional relationships with phonological working memory performance and attention.
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Name(s): Sarver, Dustin, Author
Rapport, Mark, Committee Chair
Beidel, Deborah, Committee Member
Mouloua, Mustapha, Committee Member
Vasquez, Eleazar, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2013
Publisher: University of Central Florida
Language(s): English
Abstract/Description: Excessive gross motor activity is currently considered a ubiquitous and disruptive feature of attention-deficit/hyperactivity disorder (ADHD); however, an alternative model challenges this premise and hypothesizes a functional relationship between activity level, attention, and working memory. The current study investigated whether, and the extent to which, particular forms of gross motor activity are functionally related to children's attention and phonological working memory performance. Objective observations of children's gross motor movements and attention by independent observers were conducted while children with ADHD (n = 29) and typically developing children (n = 23) completed multiple counterbalanced tasks entailing low and high phonological working memory demand. The tasks were then sequenced hierarchically to reflect the lowest to highest activity level condition for each child. Results revealed that (a) ADHD-related phonological working memory performance deficits are moderated by increases in intra-individual activity level, (b) heightened activity level impacts performance independently of changes in observed attention, and (c) increases in particular forms of movement (foot movement and out-of-chair movement) contribute to greater phonological working memory performance within the context of attentive behavior. The findings collectively indicate that phonological working memory deficits in children with ADHD are associated with an inability to up-regulate motor activity to facilitate optimal task performance, and that behavioral treatments targeting reductions in certain forms of hyperactivity may have unintended consequences on working memory functioning in ADHD.
Identifier: CFE0004930 (IID), ucf:49630 (fedora)
Note(s): 2013-08-01
Ph.D.
Sciences, Psychology
Doctoral
This record was generated from author submitted information.
Subject(s): ADHD -- working memory -- phonological -- hyperactivity -- behavioral observations -- attention -- models
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0004930
Restrictions on Access: campus 2018-08-15
Host Institution: UCF

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