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- Title
- Rumination and executive dysfunction: Risk factors for vascular depression.
- Creator
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Brush, David, Paulson, Daniel, Rapport, Mark, Bohil, Corey, University of Central Florida
- Abstract / Description
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Introduction: The widely-supported vascular depression hypothesis is underspecified with respect to cognitive mechanisms by which high cerebrovascular burden (CVB) and neuropathology relate to depressive symptoms. Integration of the vascular depression hypothesis with the CaR-FA-X model, a framework of affect regulation mechanisms, suggest that Rumination (R) and executive dysfunction (X) may increase due to altered recruitment of the dorsolateral prefrontal cortex resulting from high CVB and...
Show moreIntroduction: The widely-supported vascular depression hypothesis is underspecified with respect to cognitive mechanisms by which high cerebrovascular burden (CVB) and neuropathology relate to depressive symptoms. Integration of the vascular depression hypothesis with the CaR-FA-X model, a framework of affect regulation mechanisms, suggest that Rumination (R) and executive dysfunction (X) may increase due to altered recruitment of the dorsolateral prefrontal cortex resulting from high CVB and underlying neuropathology. This process would contribute to depressive symptomatology among older adults with high CVB. The progression of examined hypotheses included mediation models examining mechanistic relationships between predictors (CVB, DLPFC activation), cognitive correlates (rumination, executive functioning), and affective outcomes (depressive symptoms). Method: A sample of 52 community-dwelling, stroke-free, individuals over the age of 70, without history of severe mental illness, dementia, or severe cognitive impairment, completed the Ruminative Responses Scale, provided self-reported cerebrovascular burden data (cardiac disease, hypertension, diabetes, high cholesterol), and completed executive function tasks (Stroop, Flanker) while their hemodynamic response was measured using fNIRS. The Geriatric Depression Scale was used to assess depressive symptomatology. Prefrontal cortical recruitment was assessed using functional near-infrared spectroscopy (fNIRS).Results: A progression of conventional and bootstrapped regression-based models broadly supported relationships between CVB and depressive symptoms, but not between DLPFC activation and depressive symptoms. No mechanistic relationships were found, with respect to analyses testing prospective cognitive mediators.Conclusions: Primary findings from this study indicate that cerebrovascular burden predicts depressive symptomatology among older adults and is related to a reduction in inhibitory control ability. Further, these findings inform CVB measurement and mental health implications of contrasting approaches to CVB measurement. A primary contribution of this thesis is that results appear to support utilization of fNIRS, a low-cost and accessible neuroimaging paradigm, for the study of lateralized cognition among older adults.
Show less - Date Issued
- 2018
- Identifier
- CFE0006981, ucf:51648
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006981
- Title
- Reading comprehension deficits in children with ADHD: The mediating roles of working memory and orthographic conversion.
- Creator
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Friedman, Lauren, Rapport, Mark, Beidel, Deborah, Vasquez, Eleazar, University of Central Florida
- Abstract / Description
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Reading comprehension deficits in children with ADHD are well-established; however, limited information exists concerning the cognitive mechanisms that contribute to these deficits and the extent to which they interact with one another. The current study examines two broad cognitive processes known to be involved in children's reading comprehension abilities(-)(a) working memory (i.e., central executive processes [CE], phonological short-term memory [PH STM], and visuospatial short-term...
Show moreReading comprehension deficits in children with ADHD are well-established; however, limited information exists concerning the cognitive mechanisms that contribute to these deficits and the extent to which they interact with one another. The current study examines two broad cognitive processes known to be involved in children's reading comprehension abilities(-)(a) working memory (i.e., central executive processes [CE], phonological short-term memory [PH STM], and visuospatial short-term memory [VS STM]) and (b) orthographic conversion(-)to elucidate their unique and interactive contribution to ADHD-related reading comprehension deficits. Thirty-one children with ADHD and 30 typically developing (TD) children aged 8 to 12 years (M = 9.64, SD = 1.22) were administered multiple counterbalanced tasks assessing WM and orthographic conversion processes. Relative to TD children, children with ADHD exhibited significant deficits in PH STM (d = -0.66), VS STM (d = -0.84), CE (d = -1.24) and orthographic conversion (d = -0.85). Bias-corrected, bootstrapped mediation analyses revealed that CE and orthographic conversion processes modeled separately, partially mediated ADHD-related reading comprehension impairments, whereas PH STM and VS STM did not. CE and orthographic conversion modeled jointly fully mediated ADHD-related reading comprehension deficits wherein orthographic conversion's large magnitude influence on reading comprehension occurred indirectly through CE's impact on the orthographic system. The findings suggest that adaptive cognitive interventions designed to improve reading-related outcomes in children with ADHD may benefit by including modules that train CE and orthographic conversion processes independently and interactively.
Show less - Date Issued
- 2016
- Identifier
- CFE0006103, ucf:51210
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006103
- Title
- Hyperactivity in attention-deficit/hyperactivity disorder (ADHD): Testing functional relationships with phonological working memory performance and attention.
- Creator
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Sarver, Dustin, Rapport, Mark, Beidel, Deborah, Mouloua, Mustapha, Vasquez, Eleazar, University of Central Florida
- Abstract / Description
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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....
Show moreExcessive 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.
Show less - Date Issued
- 2013
- Identifier
- CFE0004930, ucf:49630
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004930
- Title
- Social Skills and Social Acceptance in Childhood Anxiety Disorders.
- Creator
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Scharfstein, Lindsay, Beidel, Deborah, Rapport, Mark, Sims, Valerie, University of Central Florida
- Abstract / Description
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The present study examined the social skills and social acceptance of children with SAD (n=20), children with GAD (n=18), and typically developing (TD) children (n=20). A multimodal assessment paradigm was employed to address three study objectives: (a) to determine whether social skills deficits are unique to children with SAD or extend to children with GAD, (b) to assess whether skills vary as a function of social context (in vivo peer interaction Wii Task versus hypothetical Social...
Show moreThe present study examined the social skills and social acceptance of children with SAD (n=20), children with GAD (n=18), and typically developing (TD) children (n=20). A multimodal assessment paradigm was employed to address three study objectives: (a) to determine whether social skills deficits are unique to children with SAD or extend to children with GAD, (b) to assess whether skills vary as a function of social context (in vivo peer interaction Wii Task versus hypothetical Social Vignette Task) and (c) to examine the relationship between anxiety diagnosis and social acceptance. Parent questionnaire data indicated that both youth with SAD and GAD experienced difficulties with assertiveness, whereas children with SAD experienced a broader range of social skills difficulties. Blinded observers' ratings during the behavioral assessment social tasks indicated that compared to children with GAD and TD children, children with SAD have deficits in social behaviors and social knowledge across settings, including speech latency, a paucity of speech, few spontaneous comments, questions and exclamations, and ineffective social responses. In addition, vocal analysis revealed that children with SAD were characterized by anxious speech patterns. By comparison, children with GAD exhibited non-anxious speech patterns and did not differ significantly from TD youth on social behaviors, with the exception of fewer spontaneous comments and questions. Lastly, children with SAD were perceived as less likeable and less socially desirable by their peers than both children with GAD and TD children. Clinical implications of these findings are discussed.
Show less - Date Issued
- 2013
- Identifier
- CFE0004932, ucf:49631
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004932
- Title
- Do programs designed to train working memory, other executive functions, and attention benefit children with ADHD? A meta-analytic review of cognitive, academic, and behavioral outcomes.
- Creator
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Orban, Sarah, Rapport, Mark, Beidel, Deborah, Cassisi, Jeffrey, University of Central Florida
- Abstract / Description
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Children with ADHD are characterized frequently as possessing underdeveloped executive functions and sustained attentional abilities, and recent commercial claims suggest that computer-based cognitive training can remediate these impairments and provide significant and lasting improvement in their attention, impulse control, social functioning, academic performance, and complex reasoning skills. The present review critically evaluates these claims through meta-analysis of 25 studies of...
Show moreChildren with ADHD are characterized frequently as possessing underdeveloped executive functions and sustained attentional abilities, and recent commercial claims suggest that computer-based cognitive training can remediate these impairments and provide significant and lasting improvement in their attention, impulse control, social functioning, academic performance, and complex reasoning skills. The present review critically evaluates these claims through meta-analysis of 25 studies of facilitative intervention training (i.e., cognitive training) for children with ADHD. Random effects models corrected for publication bias and sampling error revealed that studies training short-term memory alone resulted in moderate magnitude improvements in short-term memory (d= 0.63), whereas training attention did not significantly improve attention and training mixed executive functions did not significantly improve the targeted executive functions (both nonsignificant: 95% confidence intervals include 0.0). Far transfer effects of cognitive training on academic functioning, blinded ratings of behavior (both nonsignificant), and cognitive tests (d= 0.14) were nonsignificant or negligible. Unblinded raters (d= 0.48) reported significantly larger benefits relative to blinded raters and objective tests (both p (<) .05), indicating the likelihood of Hawthorne effects. Critical examination of training targets revealed incongruence with empirical evidence regarding the specific executive functions that are (a) most impaired in ADHD, and (b) functionally related to the behavioral and academic outcomes these training programs are intended to ameliorate. Collectively, meta-analytic results indicate that claims regarding the academic, behavioral, and cognitive benefits associated with extant cognitive training programs are unsupported in ADHD. The methodological limitations of the current evidence base, however, leaves open the possibility that cognitive training techniques designed to improve empirically documented executive function deficits may benefit children with ADHD.
Show less - Date Issued
- 2013
- Identifier
- CFE0005040, ucf:49962
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005040
- Title
- A Randomized Trial of Attention Training for Generalized Social Phobia: Does Attention Training Change Social Behavior?.
- Creator
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Bunnell, Brian, Beidel, Deborah, Cassisi, Jeffrey, Rapport, Mark, University of Central Florida
- Abstract / Description
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The use of attention training protocols for the treatment of generalized social anxiety disorder (SAD) is undergoing increased examination. Initial investigations were positive but more recent investigations have been less supportive of the treatment paradigm. One significant limitation of current investigations may be over-reliance on self-report. In this investigation, we expanded on initial investigations by using a multimodal assessment of patient functioning (i.e., including behavioral...
Show moreThe use of attention training protocols for the treatment of generalized social anxiety disorder (SAD) is undergoing increased examination. Initial investigations were positive but more recent investigations have been less supportive of the treatment paradigm. One significant limitation of current investigations may be over-reliance on self-report. In this investigation, we expanded on initial investigations by using a multimodal assessment of patient functioning (i.e., including behavioral assessment). Patients with a primary diagnosis of SAD (n = 31) were randomly assigned to eight sessions of attention training (n = 15) or placebo/control (n = 16). Participants were assessed at pre- and post-treatment via self- and clinician-report of social anxiety as well as anxious and behavioral response to two in vivo social interactions. Results revealed no differences between groups at post-treatment for all study outcome variables, suggesting a lack of effect for the attention training condition. The results are concordant with recent investigations finding a lack of support for the use of attention training as an efficacious treatment for patients with SAD.
Show less - Date Issued
- 2013
- Identifier
- CFE0004658, ucf:49879
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004658
- Title
- Phonological Working Memory Deficits in ADHD Revisited: The Role of Lower-Level Information Processing Deficits in Impaired Working Memory Performance.
- Creator
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Raiker, Joseph, Rapport, Mark, Beidel, Deborah, Mouloua, Mustapha, Vasquez, Eleazar, University of Central Florida
- Abstract / Description
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Working memory deficits in children with ADHD are well established; however, insufficient evidence exists concerning the degree to which lower-level cognitive processes contribute to these deficits. The current study dissociates lower level information processing abilities (i.e., visual registration, orthographic conversion, and response output) in children with ADHD and typically developing children and examines the unique contribution of these processes to their phonological working memory...
Show moreWorking memory deficits in children with ADHD are well established; however, insufficient evidence exists concerning the degree to which lower-level cognitive processes contribute to these deficits. The current study dissociates lower level information processing abilities (i.e., visual registration, orthographic conversion, and response output) in children with ADHD and typically developing children and examines the unique contribution of these processes to their phonological working memory performance. Thirty-four boys between 8 and 12 years of age (20 ADHD, 14 typically developing) were administered novel information processing and phonological working memory tasks. Between-group differences were examined and bootstrap mediation analysis was used to evaluate the mediating effect of information processing deficits on phonological working memory performance. Results revealed moderate to large magnitude deficits in visual registration and encoding, orthographic to phonological conversion, and phonological working memory in children with ADHD. Subsequent mediation analyses, however, revealed that visual registration/encoding alone mediated the diagnostic group status/phonological working memory relationship and accounted for approximately 32% of the variance in children's phonological working memory performance. Diagnostic and treatment implications for understanding the complex interplay among multiple cognitive deficits in children with ADHD are discussed.
Show less - Date Issued
- 2014
- Identifier
- CFE0005694, ucf:50141
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005694
- Title
- Using Technology in the Treatment of Selective Mutism: The Incorporation of Mobile Applications.
- Creator
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Bunnell, Brian, Beidel, Deborah, Rapport, Mark, Neer, Sandra, Hundley, Gulnora, University of Central Florida
- Abstract / Description
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Selective mutism (SM) is a diagnosis marked by withdrawal of speech in certain social situations. The treatment of SM is often a difficult and lengthy process and there are many barriers to successful intervention. Behavioral therapy is most effective in the treatment of SM and the addition of therapeutic activities such as games and mobile devices may provide distinct advantages to this treatment (i.e., decreased patient anxiety levels and more active engagement). The current investigation...
Show moreSelective mutism (SM) is a diagnosis marked by withdrawal of speech in certain social situations. The treatment of SM is often a difficult and lengthy process and there are many barriers to successful intervention. Behavioral therapy is most effective in the treatment of SM and the addition of therapeutic activities such as games and mobile devices may provide distinct advantages to this treatment (i.e., decreased patient anxiety levels and more active engagement). The current investigation examined the utility of mobile applications during the behavioral treatment of SM as well as the effect of using mobile applications on child-reported and physiological indicators of anxious responding. Results indicated that children made remarkable treatment gains in just two treatment sessions (i.e., spoke to the clinician within 22 minutes of treatment and held five, five-minute conversations with additional adults during a second session) regardless of modality of delivery (using mobile applications, other activities, or reinforcement alone). Children shaped to speak with the inclusion of mobile applications reported less anxiety and exhibited decreased physiological anxious distress during treatment. The utility of mobile applications during the treatment of SM is discussed in addition to areas for future research (e.g., mobile-based treatment dissemination initiatives).
Show less - Date Issued
- 2015
- Identifier
- CFE0005767, ucf:50087
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005767
