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I need help I can do all the recording and put powerpoint together I need help writing out the plan and helping me put together an appropriate paper to demostrate the topic below

Is Attention Deficit Disorder a Neuropsychological Problem?


Prior to beginning work on this interactive assignment, it is recommended that you review the recommended resources for this week as they will assist you in the creation of an effective presentation of your Research Design.

This interactive assignment will provide you with an opportunity to create a dynamic presentation of some of the materials you are creating for your Research Proposal. This type of presentation would be used in the professional world to request Institutional Review Board (IRB) approval, and potentially elicit funding, for your research.

In your presentation, summarize the main points and ideas for your Reseach Design. Over the course of the week, you will have the opportunity to share feedback and suggestions with your classmates and instructor, which may assist you in improving your research proposal before submitting the Research Proposal.

For this interactive assignment, create a presentation file using PowerPoint and then create a three- to five-minute screencast video of your presentation with pertinent audio that includes important points about the content of each slide. In order to make sure your video remains within the 3-5 minute time requirement, create a script for your screencast video. You must attach your script to your initial post. It is recommended you rehearse your presentation using your script to ensure that you are within the time limit and that all pertinent information is presented in a manner that is easy to understand. You may use any screencasting software of your choice (e.g., Screencast-O-Matic, Jing, etc.). A quick-start guide is available for Screencast-O-Matic for your convenience.

The content of the presentation must include the following:

  • A brief introduction
  • Devise a specific research question related to the topic you chose in Week One.
  • Explain the importance of the topic and research question.
  • A brief literature review
  • Evaluate published research studies on your topic found during your work on the Weeks One, Two, and Four assignments and identify two relevant published studies.
  • A description of potential methods
  • Based on what you have learned about research design options and requirements in this course, create an appropriate research approach and design to investigate your research question.
  • Provide a rationale for your design choices.
  • A discussion on ethical issues
  • Apply ethical standards to the proposed research and identify potential ethical issues that would apply. Explain how you plan to address these issues.
  • A conclusion
  • Summarize the main points of the presentation and reiterate why the proposed research is important and why it should be carried out.

In your initial discussion post, introduce your presentation and provide a link to the screencast URL.
Be sure to attach your PowerPoint presentation and script documents to your initial post.

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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
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