Unformatted Attachment Preview
RUNNINGHEAD: NEUROPSYCHOLOGICAL
Is Attention Deficit Disorder a Neuropsychological Problem?
Brandi Gregory Miller
PSY635: Research Design and Methods
Pamela Murphy
April 17, 2017
1
NEUROPSYCHOLOGICAL
2
Article: Neuropsychological correlates of childhood attention-deficit/hyperactivity disorder:
Explainable by comorbid disruptive behavior or reading problems? By Joel, Hinshaw, Estol, &
Treuting. This study is an experimental one and uses the quantitative method which emphasizes
on objective measurement as well as the mathematical, statistical, or numerical analysis of
collected data. Research question: whether neuropsychological processing deficits associated
with child attention-deficit/hyperactivity disorder (ADHD) are accounted for by co-occurring
disorders (ODD, CD, OR RD), especially in clinical samples.
Summary
According to the author, they conducted this study because childhood ADHD is a key reason
why individuals get referred to mental health services as well a high antisocial behavior risk as
well as other unfavorable outcomes associated with the problem. They looked at ADHD as well
as comorbid oppositional conduct, defiant and reading disorders. The often occurrence of
comorbid antisocial a well a reading problem increases challenges with regard to
neuropsychological specificity findings to ADHD on itself despite the fact that possible
neuropsychological foundations are being accepted. The researchers used both secondary and
primary data. Boys with ADHD showed hypothesized shortages of effortful neuropsychological
tasks irrespective of dimensional or categorical comorbid antisocial behavioral issues control. A
similar outcome was evident with controlled reading problems. However, boys with both reading
disorder and ADHD showed particular damage on linguistic results. The study concluded that
subtle neuropsychological deficit happens to a hallmark of clinical samples for kids with ADHD
and they are not a comorbid problems artifact in RD or antisocial behavior.
NEUROPSYCHOLOGICAL
3
Introduction
The researchers have in their introduction stated the significance of the topic and why is
worth researching. The have used plenty of evidence from past research to justify the need to
research the topic and explain other things of significance to be encountered in the current
research. This increases the validity of the study (Brink, l993). In addition, they cite the strengths
and weaknesses of past studies, which is one of the reasons they are conducting this study, which
cites both clinical sample and population-based samples to address the matter. Apart from
ADHD, they have introduced other problems that are related to it and explain the significance of
using them in comparison with ADHD, for instance, Reading problem, antisocial behavior,
which are simultaneously tested with ADHD in the study.
Method
The research used the quantitative approach in collection and analysis of data. Data were
gathered from previously researched programs ranging between seven to three years earlier. This
weakens the credibility of the study in the sense that a lot of things might have changed since the
earlier studies were conducted (Brink, l993). Again, the data from earlier studies could have been
collected for a different study that does not address that the current study is looking for. For
instance, the 1991 and 1993 data did not examine both antisocial and reading measures (Joel,
Hinshaw, Estol, & Treuting, 1998). Again, the researcher's telephone interviews to conduct the
research. Though less costly and less time consuming, it must have been difficult get
respondents to elaborate their responses resulting impartially completed interviews. Again bias
could have arisen because of respondent’s characteristics or responses. Respondents can make
things worse or better. They can as well decide to embrace a researcher through responding just
NEUROPSYCHOLOGICAL
4
like he/she wants or expects. The fear to give negative responses or unwillingness to share
important information is not uncommon in interviews (Brink, l993).
The respondents were accompanied by the parents during the interviews and it is known
that social contexts interfere with information provided. For instance, they could offer different
information while alone than while with their mothers. The sample size comprised of 42
participants aged between 6 and 12 (Joel, Hinshaw, Estol, & Treuting, 1998). The sample I too
small to represent the number of children in public schools and those aged 6-12 in total. Again,
sample size excludes girls hence not representative.
Data Analysis
The research used CBCL to have parents rate their children. The CBCL is commonly
used for the purpose hence tried and tested. Some data a missing and the researchers applied
regression model to handle missing data. The model is important and widely used, however, it
uses mean to determine data while it is important to look to the dependent variable's extremes at
times. The study also used ANOVA which increases statistical power. It has an advantage since
cohort did not differ.
Results
The researchers presented their results in a very clear way using tables for easier
understanding. They have a well explained the results and the tables well such that the reader can
easily understand them.
NEUROPSYCHOLOGICAL
5
Conclusion
According to the researchers, the study was the first one of its kind meaning that they
tried their level best to come up with their findings. They also did a good job in use of evidence
to support their argument and show why they were taking the steps they did. Plenty of commonly
used statistical approaches were used to analyze data adding validity to the information. On the
other hand, data collection containing bias regarding a mall sample size, which in addition,
comprised of one gender. The use of data from other past studies also limited the validity of the
study. The interview approach is known a context where limited information is acquired. The
telephone interview approaches, as well as the social context, could have affected it further. It
can be concluded that the researchers did not address the threats of validity well and the
information on the study is bias.
NEUROPSYCHOLOGICAL
6
References
Brink, H. (l993). VALIDITY AND RELIABILITY IN. 37- 41.
Joel, N. T., Hinshaw, S. P., Estol, C. T., & Treuting, J. J. (1998). Neuropsychological correlates
of childhood attention-deficit/hyperactivity disorder: Explainable by comorbid disruptive
behavior or reading problems? Journal of Abnormal Psychology, 468-480.
RUNNINGHEAD: ATTENTION DEFICIT DISORDER
Is Attention Deficit Disorder a Neuropsychological Problem?
Brandi Gregory Miller
PSY635: Research Design and Methods
Instructor: Pamela Murphy
May 1, 2017
1
ATTENTION DEFICIT DISORDER
2
Is Attention Deficit Disorder a Neuropsychological Problem?
This study aimed at determining whether there is any relationship between
Attention Deficit Disorder and Neuropsychological problem (ADHD). The research
focused on this topic due to a great concern and wide agreement on the heterogeneity of
ADHD. An analysis to verify whether the corresponding sub group who are at risk for the
development of ADHD symptoms can also be identified in a preschool children. This
study used a sample size of 141 preschool children aged between three and six years.
Cluster analysis will be conducted on continuous symptom scores. Attention
deficit/hyperactivity disorder (ADHD) is a disorder of neurobehavioral whose symptoms
has been identified in the preschool period. The specialists believe that ADHD occurs
when there is interaction between genetic and environmental factors. This interaction
leads to deviation of brain’s function which later leads to cognitive and motivational
basic shortfalls which in turn might lead to behavioral symptoms of ADHD.
Literature Review
Major changes of ADHD symptoms usually occur during the childhood. As the child
matures and grows, neuropsychological deficits start to emerge and the first symptom to occur is
Co morbidity problems. The research carried out by various researchers showed that there is a
close relationship between ADH symptoms and neuropsychological deficits especially for
children aged between 3-6 years. Oppositional defiant and conduct disorder (ODD/CD) is
another symptom associated with Comorbidity. This symptom is related to lower level
intelligence and problems in sensory motor. There are different sub-groups of ADHD and each
ATTENTION DEFICIT DISORDER
3
of them is described by cardinal neuropsychological defects, Comorbidity and advance
trajectories which usually begin when the children are still young (Ursula et al, 2014).
One of the neuropsychological factors that have been debated more about the symptoms
of ADHD is the sustained attention (SD). Retained attention is where an individual is able to
maintain attentiveness and alertness over a period of extended mental activity. Different
researchers have come up with conflicting results about the relationship between sustained
attention and ADHD symptoms in children. Some have revealed that there is significant
correlation though the analysis conducted recently has failed to show how impaired sustained
attention has affected children with ADHD symptoms. However, most researches have revealed
that the relationship between sustained attention and ADHD is very minimal (Cecilia Wåhlstedt
and Gunilla Bohlin, 2010).
Sampling Strategy
In this study, a sample size of 141 preschool children with age of between 3-6 years were
selected randomly and accompanied by at least one parent. The pair of parent and child were
obtained from 12 childcare centers within the city of Murburg and Giessen. Parents in these areas
were given information flyer which requires them to take their children who showed some
symptoms of hyperactivity as well as family members who suffer from ADHD. Assessment of
these samples was carried out in the laboratory where one session took about ninety minutes. A
parent and child were interviewed simultaneously.
Data Analysis
The data obtained was analyzed both quantitatively and qualitatively. The population was
first clustered in order to obtain the homogenous data. SDQ conduct problem scale was filled by
ATTENTION DEFICIT DISORDER
4
parents and daycare staffs while SDQ emotional scale was filled by daycare staffs. The clusters
were related to neuropsychological tasks by non-parametric analysis of variance. The differences
that might have occurred between gender age of a child and maternal education were also tested
and controlled. During the analysis, ADHD symptoms and Comorbid problems were used as
predictors while IC and delay aversion (DA) were used as criterion variables.
Findings
After conducting the analysis of various clusters, the following results were obtained. It
was found that IC had a strong correlation with ADHD symptoms and comorbid problems. After
multiple regression analysis, it was also found that there was no relationship between DA,
ADHD and comorbid problem. From the results, it was also found that, children suffering from
ADHD symptoms were in a good correspondence with various subgroups of ADHD. In many
ADHD cases, it was clear that, ODD/CD symptoms and anxiety were common thus preschool
children with high ADHD symptoms showed negative emotionality. The preschool children
revealed faster approach to toys and strangers therefore, showing a positive approach tendency.
Based on the corresponding literature, the results indicate that, there was a relationship between
low DA and symptoms associated with the anxiety (Wilson et al, 2009). This means that, ADHD
symptoms have strong correlation with DA when there are no anxiety or depression symptoms.
Conclusion
This study was very important because it contributed to the explanation of subgroups that
are suffering or those who are at risk of ADH symptoms especially children who are in
preschool. This study can act as a baseline for other research in future that will comprehensively
further the research about neuropsychological and development trails of ADHD symptoms and
ATTENTION DEFICIT DISORDER
5
Comorbid problems specifically in preschoolers. By getting detailed information about these
problems, it will be possible to develop appropriate intervention. This will also help the parents
to be responsible and conduct self-regulation to their children. However, the study had some
limitations such as small sample size which represents small population thus representing a
rough pattern. Another critique to this study is that, it lacks longitudinal data that is important for
further validation of the study. In the study, ethics were applied at all levels by the researchers.
Information and results that were collected were kept secret and private. Additionally, the
research team communicated with the target population directly using phones. The research team
also ensured that the data collected were valid and that they actually went to the field. They went
further and take some photographs and video recordings to verify the validity of data collected.
ATTENTION DEFICIT DISORDER
6
References
Cecilia Wåhlstedt and Gunilla Bohlin. (2010). Dsm-Iv-Defined Inattention And Sluggish
Cognitive Tempo: Independent And Interactive Relations To Neuropsychological Factors
And Comorbidity. Child Neuropsychology, 250-253.
Ursula et al. (2014). Attention deficit/hyperactivity and comorbid symptoms in preschoolers:
Differences between subgroups in neuropsychological basic deficits. Child
Neuropsychology, 20(2), 230-242.
Wilson et al. (2009). Physiological profiles during delay of gratification: Associations with
emotionality, self-regulation, and adjustment problems. Journal of Applied Development,
780-790.
RUNNINGHEAD: ATTENTION DEFICIT DISORDER
1
Is Attention Deficit Disorder a Neuropsychological Problem?
Brandi Gregory Miller
PSY635: Research Design and Methods
Instructor: Pamela Murphy
May 1, 2017
[no notes on this page]
-1-
ATTENTION DEFICIT DISORDER
2
Is Attention Deficit Disorder a Neuropsychological Problem?
2
This study aimed at determining whether there is any relationship between Attention
1
1. determining whether
there is any relationship
between Attention
Deficit Disorder and
Neuropsychological
problem
This is a description of a
quantitative study. [Pamela
Murphy]
Deficit Disorder and Neuropsychological problem (ADHD). The research focused on this topic
due to a great concern and wide agreement on the heterogeneity of ADHD. An analysis to verify
whether the corresponding sub group who are at risk for the development of ADHD symptoms
can also be identified in a preschool children. This study used a sample size of 141 preschool
2. This study
What qualitative study are
you critiquing in this paper?
Identify it by title and authors
when you introduce it.
[Pamela Murphy]
children aged between three and six years. Cluster analysis will be conducted on continuous
symptom scores. Attention deficit/hyperactivity disorder (ADHD) is a disorder of
neurobehavioral whose symptoms has been identified in the preschool period. The specialists
believe that ADHD occurs when there is interaction between genetic and environmental factors.
This interaction leads to deviation of brain’s function which later leads to cognitive and
motivational basic shortfalls which in turn might lead to behavioral symptoms of ADHD.
Literature Review
Major changes of ADHD symptoms usually occur during the childhood. As the child
matures and grows, neuropsychological deficits start to emerge and the first symptom to occur is
Co morbidity problems. The research carried out by various researchers showed that there is a
close relationship between ADH symptoms and neuropsychological deficits especially for
children aged between 3-6 years. Oppositional defiant and conduct disorder (ODD/CD) is
another symptom associated with Comorbidity. This symptom is related to lower level
intelligence and problems in sensory motor. There are different sub-groups of ADHD and each of
them is described by cardinal neuropsychological defects, Comorbidity and advance trajectories
3
which usually begin when the children are still young (Ursula et al, 2014).
-2-
3. (Ursula
This is a first name. Please
see the comment about this
source on the references
page. [Pamela Murphy]
ATTENTION DEFICIT DISORDER
3
One of the neuropsychological factors that have been debated more about the symptoms
of ADHD is the sustained attention (SD). Retained attention is where an individual is able to
maintain attentiveness and alertness over a period of extended mental activity. Different
researchers have come up with conflicting results about the relationship between sustained
attention and ADHD symptoms in children. Some have revealed that there is significant
correlation though the analysis conducted recently has failed to show how impaired sustained
attention has affected children with ADHD symptoms. However, most researches have revealed
1
that the relationship between sustained attention and ADHD is very minimal (Cecilia Wåhlstedt
1. (Cecilia
Only the last names of
authors should be used in the
in-text citations. [Pamela
Murphy]
2
and Gunilla Bohlin, 2010).
2. and
In a citation, use the
ampersand (&) instead of
spelling out "and." [Pamela
Murphy]
Sampling Strategy
In this study, a sample size of 141 preschool children with age of between 3-6 years were
selected randomly and accompanied by at least one parent. The pair of parent and child were
obtained from 12 childcare centers within the city of Murburg and Giessen. Parents in these areas
were given information flyer which requires them to take their children who showed some
symptoms of hyperactivity as well as family members who suffer from ADHD. Assessment of
these samples was carried out in the laboratory where one session took about ninety minutes. A
parent and child were interviewed simultaneously.
Data Analysis
The data obtained was analyzed both quantitatively and qualitatively. The population was
first clustered in order to obtain the homogenous data. SDQ conduct problem scale was filled by
parents and daycare staffs while SDQ emotional scale was filled by daycare staffs. The clusters
3
were related to neuropsychological tasks by non-parametric analysis of variance. The differences
-3-
3. non-parametric analysis
of variance.
Analysis of variance is usually
a parametric procedure.
Either way, it is a statistical
technique and thus is
quantitative. [Pamela
Murphy]
ATTENTION DEFICIT DISORDER
4
that might have occurred between gender age of a child and maternal education were also tested
and controlled. During the analysis, ADHD symptoms and Comorbid problems were used as
predictors while IC and delay aversion (DA) were used as criterion variables.
Findings
After conducting the analysis of various clusters, the following results were obtained. It
1
was found that IC had a strong correlation with ADHD symptoms and comorbid problems. After
multiple regression analysis, it was also found that there was no relationship between DA,
ADHD and comorbid problem. From the results, it was also found that, children suffering from
ADHD symptoms were in a good correspondence with various subgroups of ADHD. In many
ADHD cases, it was clear that, ODD/CD symptoms and anxiety were common thus preschool
children with high ADHD symptoms showed negative emotionality. The preschool children
revealed faster approach to toys and strangers therefore, showing a positive approach tendency.
Based on the corresponding literature, the results indicate that, there was a relationship between
low DA and symptoms associated with the anxiety (Wilson et al, 2009). This means that, ADHD
symptoms have strong correlation with DA when there are no anxiety or depression symptoms.
Conclusion
This study was very important because it contributed to the explanation of subgroups that
are suffering or those who are at risk of ADH symptoms especially children who are in
preschool. This study can act as a baseline for other research in future that will comprehensively
further the research about neuropsychological and development trails of ADHD symptoms and
Comorbid problems specifically in preschoolers. By getting detailed information about these
problems, it will be possible to develop appropriate intervention. This will also help the parents
-4-
1. correlation
This is a quantitative
procedure. [Pamela Murphy]
ATTENTION DEFICIT DISORDER
5
to be responsible and conduct self-regulation to their children. However, the study had some
limitations such as small sample size which represents small population thus representing a
rough pattern. Another critique to this study is that, it lacks longitudinal data that is important for
further validation of the study. In the study, ethics were applied at all levels by the researchers.
Information and results that were collected were kept secret and private. Additionally, the
research team communicated with the target population directly using phones. The research team
also ensured that the data collected were valid and that they actually went to the field. They went
further and take some photographs and video recordings to verify the validity of data collected.
[no notes on this page]
-5-
ATTENTION DEFICIT DISORDER
6
1
References
2
Cecilia Wåhlstedt and Gunilla Bohlin. (2010). Dsm-Iv-Defined Inattention And Sluggish
Cognitive Tempo: Independent And Interactive Relations To Neuropsychological Factors
And Comorbidity. Child Neuropsychology, 250-253.
3
Ursula et al. (2014). Attention deficit/hyperactivity and comorbid symptoms in preschoolers:
Differences between subgroups in neuropsychological basic deficits. Child
Neuropsychology, 20(2), 230-242.
4
Wilson et al. (2009). Physiological profiles during delay of gratification: Associations with
emotionality, self-regulation, and adjustment problems. Journal of Applied Development,
5
1. References
All of these articles seem to
be studies using quantitative
methods instead of qualitative
methods. [Pamela Murphy]
2. Cecilia Wåhlstedt and
Gunilla Bohlin.
The authors' last names
should be listed first in the
reference, and the first names
should be represented by
initials instead of spelled out.
This was a quantitative study
using a correlational design.
[Pamela Murphy]
3. Ursula et al.
All of the authors' names (last
name first) should be listed in
the reference. The names
should be: Pauli-Pott, U.,
Dalir, S., Mingebach, T.,
Roller, A., & Becker, K. This
was a quantitative study.
[Pamela Murphy]
780-790.
4. Wilson et al. (2009).
The authors for this article
should be listed as: Wilson, A.
C., Lengua, L. J., Tininenko,
J., Taylor, A., & Trancik, A.
This study is quantitative.
Data collection was very
structured and data analysis
used statistical techniques.
[Pamela Murphy]
5. 780-790.
These are the page numbers,
but the volume and issue
numbers are missing from
this reference. [Pamela
Murphy]
-6-
RUNNINGHEAD: PROBLEM
1
Is Attention Deficit Disorder a Neuropsychological Problem?
Brandi Gregory Miller
PSY635: Research Design and Methods
Instructor: Pamela Murphy
April 10,2017
PROBMEM
2
Is Attention Deficit Disorder a Neuropsychological Problem?
In the article, I reviewed addressing the issues; it discusses how ADHD relates with
neuropsychologically heterogeneous. There have been several studies done on this topic, that has
shown deficiencies in aspects of executive function, that includes effortful attention, working
memory, inhibitory control, planning or set shifting and delay aversion. These symptoms of this
disorder are chronic in nature and associated with impairment in multiple areas of functioning.
These symptoms can occur in academic learning, psychological, social and occupational
functioning.
“Comparison of Neuropsychological Performances and Behavioral Patterns of Children with
Attention Deficit Hyperactivity Disorder and Severe Mood Dysregulation,” The article provides
different results discussing the topic. Children that have ADHD suffer from emotional problems
that can be seen early on in life. Studies have shown that different diagnosis of early-onset
mania, serve ADHD and conduct disorder.
The various methods used in this study were from the community and clinical longitude. The
comparison of Severe mood dysregulation(SMD) and attention deficit hyperactivity disorder
(ADHD-C) combined because of the similar features. The study included 91 children, and
adolescents 67 have ADHD -C, and 24 with SMD between the age of 7-18. Children that had
impulsivity, hyperactivity, outburst, and of the task, were chosen for the study (Ran, P. -., &
KA[+ or -]lA[+ or -]c, B. G. (2015).Parents received information about the study. There were
informed consents from all the children and families that were a part of the survey. There was the
individual test conducted in this review that applied to the neuropsychological. The Wisconsin
card sorting test was the test used. This test is given to evaluate the frontal lobe functions,
strategic planning, organized searching, environmental feedback, also detecting behavior toward
PROBMEM
3
achieving a goal, were a few skills that they would be looking over. A diagnosis of SMD
requires three symptoms that overlap ADHD and the criteria B systems for mania. The study is
investigating the similarities and differences in neuropsychological test performance, behavioral
patterns and the demographic features of children. Severe mood dysregulation is also chronic
outburst with a negatively feeling of anger or sadness during the eruption (ran, P. -., & KA[+ or ]lA[+ or -]c, B. G. (2015).Results concluded that children that suffered from SMD had more
severe impairments in the behavioral side even though their neuropsychological was not reported
as little as of children with ADHD-C who suffer more from attention issues. The test may not
have evaluated the neuropsychological functions of the children tested in an in-depth way.
.
PROBMEM
Reference
ran, P. -., & KA[+ or -]lA[+ or -]c, B. G. (2015). Comparison of neuropsychological
performances and behavioral patterns of children with attention deficit hyperactivity
disorder and severe mood dysregulation. European Child & Adolescent Psychiatry, (1),
21. doi:10.1007/s00787-014-0529-8
4