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Multidimensional assessment of Attention-Deficit/Hyperactivity Disorder (ADHD)
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Boswell, Ashley Keiser. Multidimensional assessment of Attention-Deficit/Hyperactivity Disorder (ADHD). Retrieved from https://doi.org/doi:10.7282/T3JW8BVD

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TitleMultidimensional assessment of Attention-Deficit/Hyperactivity Disorder (ADHD)
NameBoswell, Ashley Keiser (author); Reddy, Linda A (chair); Fagley, Nancy S (internal member); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2013
Other Date2013-10 (degree)
SubjectSchool Psychology, Attention-deficit hyperactivity disorder--United States, Attention-deficit-disordered children--United States, Child psychology--Research
Extentvii, 66 p. : ill.
DescriptionThe present study examined the clinical utility of direct measures of neuropsychological performance (Pediatric Attention Disorder Diagnostic Screener Target Tests of Executive Functioning, Wide Range Assessment of Memory and Learning-Second Edition, Trail Making Test-Part A/B) and indirect measures of behavioral functioning (Behavior Rating Inventory of Executive Function (BRIEF)-Parent and Teacher Form) in the identification of children at risk for Attention Deficit-Hyperactivity Disorder (ADHD). The sample consisted of 80 elementary-aged children (6-12 years old), 40 ADHD and 40 Non-ADHD subjects, referred to a large community private practice setting in the Southern United States. Two sample t-tests (with Bonferroni correction) and effect sizes (Cohen’s d) were computed to assess statistical and practical performance differences between ADHD and Non-ADHD groups. Youth in the ADHD group performed significantly worse on direct neuropsychological measures, yielding lower mean scale scores on all TTEFs, 3 of 4 WRAML-2 indices, and TMT-Part B than youth in the Non-ADHD group. Group differences were not found for the BRIEF Parent and Teacher Forms. Implications of findings for research and practice are presented.
NotePsy.D.
NoteIncludes bibliographical references
Noteby Ashley Keiser Boswell
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3JW8BVD
Languageeng
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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