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Title: DOMESTIC PARENT-CHILD INTERACTION PROBLEMS AND WORKING MEMORY: THE MEDIATING ROLE OF INATTENTIVE ADHD SYMPTOMS.
Creator: Mohan, Svetha, Rapport, Mark, University of Central Florida
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...
Show moreThe 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.
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Date Issued: 2017
Identifier: CFH2000161, ucf:45976
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000161

Title: DEVELOPMENTAL TRAJECTORY OF AGGRESSIVE BEHAVIOR IN CLINICALLY REFERRED BOYS: A RASCH ANALYSIS.
Creator: LaFond, Scott, Rapport, Mark, University of Central Florida
Abstract / Description: A majority of research investigating aggression and its development in children has relied upon the use of rating scales such as the Child Behavior Checklist (CBCL). These scales are typically developed using a conventional factor analytic approach for the selection and retention of scale items, but may not contain sufficient numbers of items to adequately assess the unidimensional construct or developmental trajectory of aggressive behavior in youths. The present study evaluates specific...
Show moreA majority of research investigating aggression and its development in children has relied upon the use of rating scales such as the Child Behavior Checklist (CBCL). These scales are typically developed using a conventional factor analytic approach for the selection and retention of scale items, but may not contain sufficient numbers of items to adequately assess the unidimensional construct or developmental trajectory of aggressive behavior in youths. The present study evaluates specific psychometric properties of CBCL Aggressive and Delinquency Problems clinical syndrome scale items to determine the degree to which they reflect the breadth and established developmental trajectory of aggressive behavior in youth.
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Date Issued: 2008
Identifier: CFE0002487, ucf:47683
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002487

Title: HYPERACTIVITY IN BOYS WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER: A UBIQUITOUS CORE SYMPTOM OR MANIFESTATION OF WORKING MEMORY DEFICITS?.
Creator: Bolden, Jennifer, Rapport, Mark, University of Central Florida
Abstract / Description: Hyperactivity is currently considered a core and ubiquitous feature of attention-deficit/hyperactivity disorder (ADHD); however, an alternative model challenges this premise and hypothesizes a functional relationship between working memory (WM) and activity level. The current study investigated whether children's activity level is functionally related to WM demands associated with the domain-general central executive and subsidiary storage/rehearsal components using tasks based on...
Show moreHyperactivity is currently considered a core and ubiquitous feature of attention-deficit/hyperactivity disorder (ADHD); however, an alternative model challenges this premise and hypothesizes a functional relationship between working memory (WM) and activity level. The current study investigated whether children's activity level is functionally related to WM demands associated with the domain-general central executive and subsidiary storage/rehearsal components using tasks based on Baddeley's (2007) WM model. Activity level was objectively measured 16 times per second using wrist- and ankle-worn actigraphs while 23 boys between 8 and 12 years of age completed control tasks and visuospatial/phonological WM tasks of increasing memory demands. All children exhibited significantly higher activity rates under all WM relative to control conditions, and children with ADHD (n=12) moved significantly more than typically developing children (n=11) under all conditions. Activity level in all children was associated with central executive but not storage/rehearsal functioning, and higher activity rates exhibited by children with ADHD under control conditions were fully attenuated by removing variance directly related to central executive processes.
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Date Issued: 2008
Identifier: CFE0002455, ucf:47702
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002455

Title: CLASSROOM OBSERVATIONS OF ATTENTION-DEFICIT/HYPERACTIVITY DISORDER: PATTERNS AND CHARACTERISTICS OF ATTENTION OVER TIME.
Creator: Timko Jr, Thomas, Rapport, Mark, University of Central Florida
Abstract / Description: Investigated differences in attentional processes between children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) and their classroom peers. Models of attention gleaned from laboratory experiments provided a theoretical structure for hypothesizing between-group attentional differences. Seventy-five children with ADHD and 36 normal control children were observed in their regular classrooms over a 1-week time interval. Explication of between-group differences revealed that...
Show moreInvestigated differences in attentional processes between children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) and their classroom peers. Models of attention gleaned from laboratory experiments provided a theoretical structure for hypothesizing between-group attentional differences. Seventy-five children with ADHD and 36 normal control children were observed in their regular classrooms over a 1-week time interval. Explication of between-group differences revealed that children with ADHD were approximately 21% less attentive on average. Both groups exhibited an accelerating-decelerating pattern of attention over time, however, children with ADHD cycled at a rate twice that of same-aged peers. Six variables derived from observed attention were examined for diagnostic utility using logistical regression, odds ratios, total predictive value, and receiver operating characteristics. Implications of these findings are discussed.
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Date Issued: 2005
Identifier: CFE0000686, ucf:46485
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000686

Title: CLASSROOM OBSERVATION OF CHILDREN WITH ADHD AND THEIR PEERS: A META-ANALYTIC REVIEW.
Creator: Kofler, Michael, Rapport, Mark, University of Central Florida
Abstract / Description: Meta-analysis of 23 between-group direct observation studies of children with ADHD and typically developing peers indicates significant deficiencies in children with ADHD's ability to pay attention in classroom settings. Comparison with 59 single case design studies of children with ADHD suggests generalizability of between-group comparisons. Weighted regression analysis determined that several methodological differences – sample characteristics, diagnostic procedures, and observational...
Show moreMeta-analysis of 23 between-group direct observation studies of children with ADHD and typically developing peers indicates significant deficiencies in children with ADHD's ability to pay attention in classroom settings. Comparison with 59 single case design studies of children with ADHD suggests generalizability of between-group comparisons. Weighted regression analysis determined that several methodological differences – sample characteristics, diagnostic procedures, and observational coding schema – have significant effects on observed levels of attentive behavior in the classroom. Best case estimation indicates that after accounting for these factors, children with ADHD are on-task approximately 65% of the time compared to 85% for their classroom peers. Children with ADHD were also more variable in their attentive behavior across studies. Implications for conceptual models of ADHD are discussed.
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Date Issued: 2006
Identifier: CFE0000942, ucf:46752
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000942

Title: PHYSICAL AND BEHAVIORAL COMPLAINTS IN CHILDREN WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD): PARADOXICAL EFFECTS OF METHYLPHENIDATE.
Creator: Coiro, Maria, Rapport, Mark, University of Central Florida
Abstract / Description: Hypotheses concerning paradoxical, psychostimulant-related side effects experienced by ADHD children were examined in the context of a double-blind, placebo-controlled, within subject (crossover) experimental design. Results revealed that behavioral and physical complaints were significantly higher under baseline relative to placebo and the four methylphenidate (MPH) conditions (5-mg, 10-mg, 15-mg, 20-mg) across three symptom categories: ADHD core/secondary symptoms, symptoms common to all...
Show moreHypotheses concerning paradoxical, psychostimulant-related side effects experienced by ADHD children were examined in the context of a double-blind, placebo-controlled, within subject (crossover) experimental design. Results revealed that behavioral and physical complaints were significantly higher under baseline relative to placebo and the four methylphenidate (MPH) conditions (5-mg, 10-mg, 15-mg, 20-mg) across three symptom categories: ADHD core/secondary symptoms, symptoms common to all children, and symptoms highly specific to MPH. No significant differences were found among active drug conditions. Implications of these findings for assessing and monitoring potential treatment emergent symptoms in children are discussed.
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Date Issued: 2005
Identifier: CFE0000708, ucf:46604
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000708

Title: MEMORY RETRIEVAL DEFICITS IN CHILDREN WITH ADHD: THE MEDIATING ROLE OF WORKING MEMORY.
Creator: Hale, Nicole K., Rapport, Mark D., University of Central Florida
Abstract / Description: Children with ADHD exhibit impairments in memory retrieval processes that are required for successful performance in a wide range of activities including social/interpersonal interactions, as well as academic success. There have been few attempts of explaining the relationship between these memory retrieval deficits in children with ADHD and specific executive functions such as working memory. The current study addresses the possible mediating effects of the subsystems of working memory ...
Show moreChildren with ADHD exhibit impairments in memory retrieval processes that are required for successful performance in a wide range of activities including social/interpersonal interactions, as well as academic success. There have been few attempts of explaining the relationship between these memory retrieval deficits in children with ADHD and specific executive functions such as working memory. The current study addresses the possible mediating effects of the subsystems of working memory (phonological short-term memory, visual-spatial short-term memory, and the central executive) on memory retrieval. Children ages 8-12 with ADHD and typically developing children completed a counterbalanced series of working memory tasks that were specific to the subsystems (phonological and visual-spatial). The Central Executive portion of working memory was obtained using a regression approach of these measures. The children also completed the Kaufman Test of Educational Achievement (KTEA-II), as the associational fluency task was used as the memory retrieval measure for this investigation.
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Date Issued: 2019
Identifier: CFH2000479, ucf:45906
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000479

Title: ADHD AND STOP-SIGNAL BEHAVIORAL INHIBITION: IS MEAN REACTION TIME CONTAMINATED BY EXPOSURE TO INTERMITTENT STOP-SIGNALS?.
Creator: Alderson, Robert, Rapport, Mark, University of Central Florida
Abstract / Description: The current study investigates two recently identified threats to the construct validity of behavioral inhibition as a core deficit of attention-deficit/hyperactivity disorder (ADHD) based on the Stop-signal task: calculation of mean reaction time from go-trials presented adjacent to intermittent stop-trials, and non-reporting of the stop-signal delay metric. Children with ADHD (n=12) and typically developing children (TD) (n=11) were administered the standard stop-signal task and three...
Show moreThe current study investigates two recently identified threats to the construct validity of behavioral inhibition as a core deficit of attention-deficit/hyperactivity disorder (ADHD) based on the Stop-signal task: calculation of mean reaction time from go-trials presented adjacent to intermittent stop-trials, and non-reporting of the stop-signal delay metric. Children with ADHD (n=12) and typically developing children (TD) (n=11) were administered the standard stop-signal task and three variant stop-signal conditions. These included a No-Tone condition administered without the presentation of an auditory tone; an Ignore-Tone condition that presented a neutral (i.e., not associated with stopping) auditory tone; and a second Ignore-Tone condition that presented a neutral auditory tone after the tone had been previously paired with stopping. Children with ADHD exhibited significantly slower and more variable reaction times to go-stimuli, and slower stop-signal reaction times (SSRT) relative to TD controls. Stop-signal delay (SSD) was not significantly different between groups, and both groups' go-trial reaction times slowed following meaningful tones. Collectively, these findings corroborate recent meta-analyses and indicate that previous findings of stop-signal performance deficits in ADHD reflect slower and more variable responding to visually presented stimuli and concurrent processing of a second stimulus, rather than deficits of motor behavioral inhibition.
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Date Issued: 2008
Identifier: CFE0002218, ucf:47881
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002218

Title: ADHD BEHAVIOR PROBLEMS AND NEAR- AND LONG-TERM SCHOLASTIC ACHIEVEMENT: DIFFERENTIAL MEDIATING EFFECTS OF VERBAL AND VISUOSPATIAL MEMORY.
Creator: Sarver, Dustin, Rapport, Mark, University of Central Florida
Abstract / Description: The current study examined verbal and visuospatial memory abilities as potential mediators of the relationship among ADHD behavior problems and near- and long-term scholastic achievement. Scholastic achievement was measured initially and at 4-year follow-up in an ethnically diverse sample of children (N = 325). Nested composite (reading, math, language) and domain-specific reading structural equation models revealed that ADHD behavior problems exerted a negative influence on scholastic...
Show moreThe current study examined verbal and visuospatial memory abilities as potential mediators of the relationship among ADHD behavior problems and near- and long-term scholastic achievement. Scholastic achievement was measured initially and at 4-year follow-up in an ethnically diverse sample of children (N = 325). Nested composite (reading, math, language) and domain-specific reading structural equation models revealed that ADHD behavior problems exerted a negative influence on scholastic achievement measures, both initially and at follow-up. Much of this influence, however, was mediated by verbal memory's contribution to near-term achievement, whereas visuospatial memory contributed more robustly to long-term achievement. For the domain-specific math achievement model, the collective influence of verbal and visuospatial memory fully mediated the direct influence of ADHD behavior problems on near-term math achievement, and visuospatial memory alone contributed to both near- and long-term achievement. In all models, measured intelligence made no contribution to later achievement beyond its initial influence on early achievement. The results contribute to the understanding of the developmental trajectory of scholastic achievement, and have potential implications for developing remedial programs targeting verbal and visual memory deficits in children with ADHD behavior problems.
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Date Issued: 2010
Identifier: CFE0003502, ucf:48950
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003502

Title: ADHD AND WORKING MEMORY: THE IMPACT OF CENTRAL EXECUTIVE DEFICITS AND OVERWHELMING STORAGE/REHEARSAL CAPACITY ON OBSERVED INATTENTIVE BEHAVIOR.
Creator: Kofler, Michael, Rapport, Mark, University of Central Florida
Abstract / Description: Inattentive behavior is considered a core and pervasive feature of ADHD; however, an alternative model challenges this premise and hypothesizes a functional relationship between working memory and inattentive behavior. The current study investigated whether inattentive behavior in children with ADHD is functionally related to domain-general central executive and/or subsidiary storage/rehearsal components of working memory. Objective observations of children's attentive behavior by...
Show moreInattentive behavior is considered a core and pervasive feature of ADHD; however, an alternative model challenges this premise and hypothesizes a functional relationship between working memory and inattentive behavior. The current study investigated whether inattentive behavior in children with ADHD is functionally related to domain-general central executive and/or subsidiary storage/rehearsal components of working memory. Objective observations of children's attentive behavior by independent observers were conducted while children with ADHD (n=15) and typically developing children (n=14) completed 10 counterbalanced tasks that differentially manipulated central executive, phonological storage/rehearsal, and visuospatial storage/rehearsal demands. Results of latent variable and effect size confidence interval analyses revealed two conditions that completely accounted for the attentive behavior deficits in children with ADHD: (a) placing demands on central executive processing, the effect of which is evident under even low cognitive loads, and (b) overwhelming storage/rehearsal capacity, which has similar effects on children with ADHD and typically developing children but occurs at lower cognitive loads for children with ADHD. Collectively, the results challenge the current DSM-IV conceptualization of ADHD and indicate that inattentive behavior may be secondary to underlying working memory deficits.
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Date Issued: 2009
Identifier: CFE0002695, ucf:48201
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002695

Title: Subjective measures of implicit categorization learning.
Creator: Hill, Audrey, Bohil, Corey, Neider, Mark, Szalma, James, Rapport, Mark, University of Central Florida
Abstract / Description: The neuropsychological theory known as COVIS (COmpetition between Verbal and Implicit Systems) postulates that distinct brain systems compete during category learning. The explicit system involves conscious hypothesis testing about verbalizable rules, while the implicit system relies on procedural learning of rules that are difficult to verbalize. Specifically from a behavioral approach, COVIS has been supported through demonstrating empirical dissociations between explicit and implicit...
Show moreThe neuropsychological theory known as COVIS (COmpetition between Verbal and Implicit Systems) postulates that distinct brain systems compete during category learning. The explicit system involves conscious hypothesis testing about verbalizable rules, while the implicit system relies on procedural learning of rules that are difficult to verbalize. Specifically from a behavioral approach, COVIS has been supported through demonstrating empirical dissociations between explicit and implicit learning tasks. The current studies were designed to gain deeper understanding of implicit category learning through the implementation of a subjective measure of awareness, Meta d', which until now has not been validated within a COVIS framework. Meta d' is a measure of metacognitive accuracy. This is the ability to assess the accuracy of one's own performance. These three experiments evaluated the use of Meta d' as a valid predictor of task performance within a two-structure perceptual categorization task. Experiment 1 focuses on using Meta d' to parse out dissociations between awareness and performance through the phenomenon of Blind Sight and Blind Insight. Experiment 2 and 3 utilize a motor response mapping disruption to observe predicted decrements to the implicit learning system. Experiment 3 utilizes functional Near Infrared Spectroscopy (fNIRS) to measure hemodynamic changes in the Prefrontal Cortex as a function of category structure. Across the 3 experiments, Meta d' in conjunction with decision bound model fits were used to make accurate predictions about the differences in performance throughout implicit and explicit categorization tasks. These collective results indicate that metacognitive accuracy, an implicit structure, was highly sensitive to a whether a person is using the correct rule strategies through the task.
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Date Issued: 2018
Identifier: CFE0007753, ucf:52376
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007753

Title: Cognitive and vascular risk factors for depression: Testing an integrated theoretical framework.
Creator: Scott, Rosanna, Paulson, Daniel, Rapport, Mark, Dvorak, Robert, Dangiolo, Mariana, University of Central Florida
Abstract / Description: Objective: Theoretical models that have guided the study of later-life depression include the vascular depression hypothesis, depression-executive dysfunction syndrome, and the CaR-FA-X model. Evidence suggests these can be integrated into a single developmental model of disordered mood (and its associated overgeneral memory feature) in later-life to delineate a mechanism of the vascular depression effect and identify modifiable intervention targets.Methods: In older adults, four serial...
Show moreObjective: Theoretical models that have guided the study of later-life depression include the vascular depression hypothesis, depression-executive dysfunction syndrome, and the CaR-FA-X model. Evidence suggests these can be integrated into a single developmental model of disordered mood (and its associated overgeneral memory feature) in later-life to delineate a mechanism of the vascular depression effect and identify modifiable intervention targets.Methods: In older adults, four serial mediation models evaluated the relationships between (1) vascular burden and depressive symptoms via executive control and rumination, and (2) vascular burden and autobiographical memory specificity (AMS) via executive control and rumination. In younger adults, four simple mediation models were conducted to compare results to older adults, including models assessing the relationships between (1) executive control and depressive symptoms via rumination, and (2) executive control and AMS via rumination. Bias-corrected bootstrapping was employed throughout.Results: Older adult n=56; younger adult n=63. Older adult serial mediation models demonstrated significant individual relationships between a working memory measure and depressive symptoms, as well as between rumination and depressive symptoms. The vascular depression effect neared significance. No other direct or indirect effects were supported. In younger adults, rumination was significantly associated with depressive symptoms; all other hypothesized relationships were not significant.Conclusions: Model 1, evaluating the impact of vascular burden on depressive symptoms in older adults via working memory and rumination, respectively, was the most effective in integrating vascular depression, DED, and CaR-FA-X. However, there was not support for a vascular depression mechanism. Null results in this sample could be attributable to inadequate power or measurement error. Clinically, results promote interventions that target older adults presenting with depression, executive dysfunction, or rumination, independently or combined.
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Date Issued: 2019
Identifier: CFE0007860, ucf:52759
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007860

Title: Potential Relationship Between Vascular Depression and Autobiographical Memory Specificity in an Older Adult Population According to the CaR-FA-X Model.
Creator: Herrera Legon, Manuel, Paulson, Daniel, Rapport, Mark, Sims, Valerie, University of Central Florida
Abstract / Description: Vascular depression is a type of depression that has its onset later in life, and it has been associated with cardiovascular or metabolic diseases. Depression can be costly and associated with other health problems, which is why it becomes imperative to uncover the multiple mechanisms of action for depression symptomatology. A proposed mechanism of action for the emergence of depressive symptomatology is poor autobiographical memory specificity according to the CaR-FA-X model. However, it...
Show moreVascular depression is a type of depression that has its onset later in life, and it has been associated with cardiovascular or metabolic diseases. Depression can be costly and associated with other health problems, which is why it becomes imperative to uncover the multiple mechanisms of action for depression symptomatology. A proposed mechanism of action for the emergence of depressive symptomatology is poor autobiographical memory specificity according to the CaR-FA-X model. However, it remains unclear whether this mechanism contributes somehow to the vascular depression specific type. The purpose of this research was to determine the potential relationship between the mechanisms proposed by the CaR-FA-X model and the presence of vascular depression, which has not been addressed by previous literature or research. Forty three older adults over the age of seventy from the Orlando area completed multiple measures including the Geriatric Depression Scale, Autobiographical Memory Test, and physiological measures. Results showed no support for a relationship between CaR-FA-X model elements and vascular depression; however, support was found for the relationship between cerebrovascular burden and depression as proposed by the vascular depression theory with rumination serving as a moderator. To our knowledge, this is the first time a study finds the moderating effect of rumination in the development of vascular depression. Further studies will need to address other potential mechanisms that increase risk for this specific type of depression as well as investigate the reasons under which, if any, autobiographical memory specificity might be related to vascular depression by using other measures that might be more sensitive to a non-clinical population.
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Date Issued: 2018
Identifier: CFE0007014, ucf:52041
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007014

Title: Impulsivity and Attention-Deficit/Hyperactivity Disorder (ADHD): Testing competing predictions from the working memory and behavioral inhibition models of ADHD.
Creator: Raiker, Joseph, Rapport, Mark, Beidel, Deborah, Mouloua, Mustapha, University of Central Florida
Abstract / Description: Impulsivity is a hallmark of two of the three DSM-IV ADHD subtypes and is associated with myriad adverse outcomes. Limited research, however, is available concerning the mechanisms and processes that contribute to impulsive responding by children with ADHD. The current study tested predictions from two competing models of ADHD (-) working memory (WM) and behavioral inhibition (BI) (-) to examine the extent to which ADHD-related impulsive responding was attributable to model-specific...
Show moreImpulsivity is a hallmark of two of the three DSM-IV ADHD subtypes and is associated with myriad adverse outcomes. Limited research, however, is available concerning the mechanisms and processes that contribute to impulsive responding by children with ADHD. The current study tested predictions from two competing models of ADHD (-) working memory (WM) and behavioral inhibition (BI) (-) to examine the extent to which ADHD-related impulsive responding was attributable to model-specific mechanisms and processes. Children with ADHD (n = 21) and typically developing children (n = 20) completed laboratory tasks that provided WM (domain-general central executive [CE], phonological/visuospatial storage/rehearsal) and BI indices (stop-signal reaction time [SSRT], stop-signal delay, mean reaction time). These indices were examined as potential mediators of ADHD-related impulsive responding on two diverse laboratory tasks used commonly to assess impulsive responding (CPT: continuous performance test; VMTS: visual match-to-sample). Bias-corrected, bootstrapped mediation analyses revealed that CE processes significantly attenuated between-group impulsivity differences, such that the initial large-magnitude impulsivity differences were no longer significant on either task after accounting for ADHD-related CE deficits. In contrast, SSRT partially mediated ADHD-related impulsive responding on the CPT but not VMTS. This partial attenuation was no longer significant after accounting for shared variance between CE and SSRT; CE continued to attenuate the ADHD-impulsivity relationship after accounting for SSRT. These findings add to the growing literature implicating CE deficits in core ADHD behavioral and functional impairments, and suggest that cognitive interventions targeting CE rather than storage/rehearsal or BI processes may hold greater promise for alleviating ADHD-related impairments.
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Date Issued: 2011
Identifier: CFE0004155, ucf:49070
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004155

Title: Is Selective Mutism an Emotion Regulation Strategy for Children with Social Phobia? A Single Case Design Investigation.
Creator: Scott, Samantha, Beidel, Deborah, Rapport, Mark, Cassisi, Jeffrey, Hundley, Gulnora, University of Central Florida
Abstract / Description: To determine whether children with selective mutism (SM) withhold speech to regulate their emotional arousal and decrease automatic distress, the current study examines the behavioral and physiological responses of children with SM in comparison to children with social phobia (SP) and children with no psychiatric disorder (TD) as they participate in two social situations. A single case design strategy is used to compare behavioral and physiological responses both within and across groups....
Show moreTo determine whether children with selective mutism (SM) withhold speech to regulate their emotional arousal and decrease automatic distress, the current study examines the behavioral and physiological responses of children with SM in comparison to children with social phobia (SP) and children with no psychiatric disorder (TD) as they participate in two social situations. A single case design strategy is used to compare behavioral and physiological responses both within and across groups. Examining the temporal sequencing of behaviors and physiology provides a direct test of the utility of emotion regulation theory as it pertains to children with social phobia/selective mutism. The results indicate that children with SM show elevated arousal and emotional reactivity across all interaction segments relative to other children. Unique affective, behavioral and physiological responses occur between and within groups in relation to situational demands. The temporal sequencing of behavioral and physiological responses suggests that behavioral deficits may be related to underutilized and/or deficient physiological response systems and that not speaking represents a primitive avoidance strategy by children with SM to regulate extreme physiological arousal.
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Date Issued: 2012
Identifier: CFE0004438, ucf:49348
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004438

Title: Evaluating the utility of a virtual environment for childhood social anxiety disorder.
Creator: Wong, Nina, Beidel, Deborah, Rapport, Mark, Sims, Valerie, University of Central Florida
Abstract / Description: Objective: Two significant challenges for the dissemination of social skills training programs are (a) the need to provide sufficient practice opportunities to assure skill consolidation and (b) the need to assure skill generalization (i.e., use of the skills outside the clinic setting). In the case of social anxiety disorder, virtual environments may provide one strategy to address these issues. This investigation describes the development of an interactive skills-oriented virtual school...
Show moreObjective: Two significant challenges for the dissemination of social skills training programs are (a) the need to provide sufficient practice opportunities to assure skill consolidation and (b) the need to assure skill generalization (i.e., use of the skills outside the clinic setting). In the case of social anxiety disorder, virtual environments may provide one strategy to address these issues. This investigation describes the development of an interactive skills-oriented virtual school environment and evaluated its utility for the treatment of social anxiety disorder in preadolescent children (Study 1). This environment included both in-clinic and at-home solutions. In addition, a pilot replication/extension study further examined preliminary treatment efficacy between children who received a standard multi-component treatment and children who received the modified treatment with social skills practice in a virtual environment (Study 2). Method: Eleven children with a primary diagnosis of social anxiety disorder between 7 to 12 years old participated in the initial feasibility trial (Study 1). Five additional children participated in the replication/extension study (Study 2). To investigate preliminary treatment efficacy, clinical outcome measures for the Study 2 sample were compared to a comparison sample who received the standard treatment. Results: Overall, the virtual environment program was viewed as acceptable, feasible, and credible treatment components to children, parents, and clinicians alike but modifications would likely improve the current version. Additionally, although preliminary, children who received the modified treatment with virtual environment practice demonstrated significant improvement at post-treatment on clinician ratings but not parent or self-reported measures. Conclusion: Virtual environments are feasible, acceptable, and credible treatment components for clinical use. Future investigations will determine if the addition of this dose-controlled and intensive social skills practice results in treatment outcome equivalent to traditional cognitive-behavioral programs.
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Date Issued: 2013
Identifier: CFE0004962, ucf:49583
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004962

Title: Understanding Phonological Memory Deficits in Boys with Attention-deficit/Hyperactivity Disorder (ADHD): Dissociation of Short-Term Storage and Articulatory Rehearsal Processes.
Creator: Bolden, Jennifer, Rapport, Mark, Beidel, Deborah, Sims, Valerie, University of Central Florida
Abstract / Description: current study dissociated and examined the two primary components of the phonological working memory subsystem (-) the short-term store and articulatory rehearsal mechanism (-) in boys with ADHD (n = 18) relative to typically developing boys (n = 15). Word lists of increasing length (2, 4, and 6 words per trial) were presented to and recalled by children following a brief (3 s) interval to assess their phonological short-term storage capacity. Children's ability to utilize the articulatory...
Show morecurrent study dissociated and examined the two primary components of the phonological working memory subsystem (-) the short-term store and articulatory rehearsal mechanism (-) in boys with ADHD (n = 18) relative to typically developing boys (n = 15). Word lists of increasing length (2, 4, and 6 words per trial) were presented to and recalled by children following a brief (3 s) interval to assess their phonological short-term storage capacity. Children's ability to utilize the articulatory rehearsal mechanism to actively maintain information in the phonological short-term store was assessed using word lists at their established memory span but with extended rehearsal times (12 s and 21 s delays). Results indicate that both phonological short-term storage capacity and articulatory rehearsal are impaired or underdeveloped to a significant extent in boys with ADHD relative to typically developing boys, even after controlling for age, SES, IQ, reading ability, and reading speed. Larger magnitude deficits, however, were apparent in short-term storage capacity (ES = 1.15 to 1.98) relative to articulatory rehearsal (ES = 0.47 to 1.02). These findings are consistent with previous reports of deficient phonological short-term memory in boys with ADHD, and suggest that future attempts to develop remedial cognitive interventions for children with ADHD will need to include active components that require children to hold increasingly more information over longer time intervals.
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Date Issued: 2012
Identifier: CFE0004359, ucf:49432
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004359

Title: Is Experiential Avoidance a Factor in Maternal Overprotection?.
Creator: Nieves, Melissa, Beidel, Deborah, Cassisi, Jeffrey, Rapport, Mark, University of Central Florida
Abstract / Description: The current study examined experiential avoidance (EA) as an explanation for parental overprotectiveness, a behavior often found among parents of anxious children. EA parenting theory posits that parents engage in overprotective behaviors in order to reduce their own anxiety. In order to test the theory, mothers' electrodermal activity (EDA) and blindly-coded overprotective behaviors were examined when a child with SAD was engaged in a reading performance task. In line with EA theory, it was...
Show moreThe current study examined experiential avoidance (EA) as an explanation for parental overprotectiveness, a behavior often found among parents of anxious children. EA parenting theory posits that parents engage in overprotective behaviors in order to reduce their own anxiety. In order to test the theory, mothers' electrodermal activity (EDA) and blindly-coded overprotective behaviors were examined when a child with SAD was engaged in a reading performance task. In line with EA theory, it was hypothesized that EDA levels would increase before an overprotective behavior (OB) occurred and decrease afterwards as a result of decrease in anxiety. The sample consisted of mothers with a child diagnosed with SAD (n=5) and mothers with a child with no diagnoses (n=5). Each mother-child dyad participated in an ABAB design protocol consisting of a baseline period, two 10-minute reading tasks, and a recovery period between the two tasks. Although mothers of both groups displayed OBs, mothers of children with SAD displayed OBs more often. In addition, mothers of children with SAD displayed more promotion of avoidance while mothers of normal control children displayed higher frequencies of control over the reading task. The EDA activity that surrounded the first occurrence of any coded OB was examined. Contrary to the hypothesis, all mothers (regardless of child's anxiety status) displayed similar trends in their EDA data, with levels increasing but then decreasing shortly before an OB behavior occurred, rather than afterwards. However, one mother with an elevated social anxiety score revealed an EDA pattern similar to what was hypothesized. Possible explanations for these alternate findings are discussed and include a multidisciplinary conceptualization. The study's findings hold theoretical and practical implications, particularly for parent training in the treatment of childhood anxiety disorders. Limitations such as small sample size and directions for future research are discussed.
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Date Issued: 2013
Identifier: CFE0004902, ucf:49676
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004902

Title: Applied problem solving in children with ADHD: The mediating roles of working memory and mathematical calculation.
Creator: Friedman, Lauren, Rapport, Mark, Beidel, Deborah, Vasquez, Eleazar, University of Central Florida
Abstract / Description: The difficulties children with ADHD experience solving applied math problems (i.e., word problems) are well documented; however, the independent and/or interactive contribution of cognitive processes underlying these difficulties is not fully understood and warrant scrutiny. The current study examines two primary cognitive processes integral to children's ability to solve applied math problems: working memory (WM) and math calculation ability (i.e., the ability to utilize specific facts,...
Show moreThe difficulties children with ADHD experience solving applied math problems (i.e., word problems) are well documented; however, the independent and/or interactive contribution of cognitive processes underlying these difficulties is not fully understood and warrant scrutiny. The current study examines two primary cognitive processes integral to children's ability to solve applied math problems: working memory (WM) and math calculation ability (i.e., the ability to utilize specific facts, skills, or processes related to basic math operations stored in long-term memory). Thirty-six boys with ADHD-combined presentation and 33 typically developing (TD) boys aged 8-12 years old were administered multiple counterbalanced tasks to assess upper (central executive [CE]) and lower level (phonological [PH STM] and visuospatial [VS STM] short-term memory) WM processes, and standardized measures of mathematical abilities. Bias-corrected, bootstrapped mediation analyses revealed that CE ability fully mediated between-group differences in applied problem solving whereas math calculation ability partially mediated the relation. Neither PH STM nor VS STM was a significant mediator. When modeled together via serial mediation analysis, CE in tandem with math calculation ability fully mediated the relation, explained 79% of the variance, and provided a more parsimonious explication of ADHD-related deficits in applied math ability. Results suggest that interventions designed to address applied math difficulties in children with ADHD will likely benefit from targeting basic knowledge of math facts and skills while simultaneously promoting the active interplay among these skills and CE processes.
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Date Issued: 2017
Identifier: CFE0006593, ucf:51300
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006593

Title: Inattentive behavior in boys with ADHD during classroom instruction: The mediating role of working memory processes.
Creator: Orban, Sarah, Rapport, Mark, Beidel, Deborah, Cassisi, Jeffrey, University of Central Florida
Abstract / Description: Children with ADHD exhibit clinically impairing inattentive behavior during classroom instruction and other cognitively demanding contexts. However, there have been surprisingly few attempts to validate anecdotal parent/teacher reports of intact sustained attention during 'preferred' activities such as watching movies. The current investigation addresses this omission, and provides an initial test of how ADHD-related working memory deficits contribute to inattentive behavior during classroom...
Show moreChildren with ADHD exhibit clinically impairing inattentive behavior during classroom instruction and other cognitively demanding contexts. However, there have been surprisingly few attempts to validate anecdotal parent/teacher reports of intact sustained attention during 'preferred' activities such as watching movies. The current investigation addresses this omission, and provides an initial test of how ADHD-related working memory deficits contribute to inattentive behavior during classroom instruction. Boys ages 8-12 (M=9.62, SD=1.22) with ADHD (n=32) and typically developing children (TD; n=30) completed a counterbalanced series of working memory tests and two videos on separate assessment days: an analogue math instructional video, and a non-instructional video selected to match the content and cognitive demands of parent/teacher-described 'preferred' activities. Objective, reliable observations of attentive behavior revealed no between-group differences during the non-instructional video (d=-0.02), and attentive behavior during the non-instructional video was unrelated to all working memory variables (r=-.11 to .19,ns). In contrast, the ADHD group showed disproportionate attentive behavior decrements during analogue classroom instruction (d=-0.71). Bias-corrected, bootstrapped, serial mediation revealed that 59% of this between-group difference was attributable to ADHD-related impairments in central executive working memory, both directly (ER=41%) and indirectly via its role in coordinating phonological short-term memory (ER=15%). Between-group attentive behavior differences were no longer detectable after accounting for ADHD-related working memory impairments (d=-0.29, ns). Results confirm anecdotal reports of intact sustained attention during activities that place minimal demands on working memory, and indicate that ADHD children's inattention during analogue classroom instruction is related, in large part, to their underdeveloped working memory abilities.
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Date Issued: 2017
Identifier: CFE0006633, ucf:51290
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006633

ADHD (14)	+ -
working memory (9)	+ -
attention (4)	+ -
Attention-deficit/hyperactivity disorder (2)	+ -
CaR-FA-X (2)	+ -

Executive Function (2)	+ -
Rumination (2)	+ -
Selective Mutism (2)	+ -
Working Memory (2)	+ -
attention problems (2)	+ -
executive functions (2)	+ -
fNIRS (2)	+ -
meta-analysis (2)	+ -
orthographic conversion (2)	+ -
phonological (2)	+ -
Activity Level (1)	+ -
Aggression (1)	+ -
Aging (1)	+ -
Associative Retrieval (1)	+ -
Attention-deficit/Hyperactivity Disorder (1)	+ -
Attention/deficit-hyperactivity disorder (ADHD) (1)	+ -
Autobiographical Memory Specificity (1)	+ -
Behavior Problems (1)	+ -
Behavioral Inhibition (1)	+ -
COVIS (1)	+ -
Classroom observation (1)	+ -
Classroom observations (1)	+ -
Depression (1)	+ -
Development (1)	+ -
Electrodermal Activity (1)	+ -

ETD Collection (26)	+ -
Honors Collection (2)	+ -

University of Central Florida (28)	+ -
Rapport, Mark (27)	+ -
Beidel, Deborah (14)	+ -
Cassisi, Jeffrey (5)	+ -
Sims, Valerie (4)	+ -

Vasquez, Eleazar (4)	+ -
Mouloua, Mustapha (3)	+ -
Paulson, Daniel (3)	+ -
Bohil, Corey (2)	+ -
Bolden, Jennifer (2)	+ -
Bunnell, Brian (2)	+ -
Friedman, Lauren (2)	+ -
Hundley, Gulnora (2)	+ -
Kofler, Michael (2)	+ -
Orban, Sarah (2)	+ -
Raiker, Joseph (2)	+ -
Sarver, Dustin (2)	+ -
Alderson, Robert (1)	+ -
Brush, David (1)	+ -
Coiro, Maria (1)	+ -
Dangiolo, Mariana (1)	+ -
Dvorak, Robert (1)	+ -
Hale, Nicole K. (1)	+ -
Herrera Legon, Manuel (1)	+ -
Hill, Audrey (1)	+ -
LaFond, Scott (1)	+ -
Mohan, Svetha (1)	+ -
Neer, Sandra (1)	+ -
Neider, Mark (1)	+ -
Nieves, Melissa (1)	+ -

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