Differences among ADHD preschoolers with and without comorbid ODD
Item
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Title
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Differences among ADHD preschoolers with and without comorbid ODD
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Identifier
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d_2009_2013:f3f2f2bbac2a:10592
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identifier
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10763
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Creator
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Gopin, Chaya Bracha,
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Contributor
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Jeffrey M. Halperin
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Date
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2010
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology | ADHD | Neuropsychological Functioning | ODD | Parent-Child Interaction | Reinforcement
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Abstract
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The objective of this dissertation was to assess the distinctions between preschool children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD-), those diagnosed with ADHD and comorbid Oppositional Defiant Disorder (ODD; henceforth referred to as ADHD+), and typically developing (TD) children in an effort to evaluate the concurrent differential validity of these groups. Study 1, the first of a series of three studies, compared the neuropsychological functioning of these three groups on the domain and subtest levels. In addition, similar analyses were conducted after the sample was stratified based on overall intellectual functioning so that the contributions of IQ could be investigated. Study 2 assessed whether the groups differed in performance depending upon the degree of task engagement/reinforcement. Change in performance was assessed through comparing the groups' median reaction time (RT) and variability in RT during two conditions of a computerized task, which differed only in whether or not reinforcement was provided. Finally, Study 3 analyzed the differences in the parent-child relationship during video-taped tasks that differed in degree of parental involvement and task engagement. The results of Study 1 indicated that when the sample was not stratified based on IQ, preschool children diagnosed with ADHD were found to have global cognitive impairment, regardless of comorbid ODD status. Discrepancies in the performance of the two ADHD groups began to materialize only through secondary analyses, in which IQ was taken into account. The findings from Study 2 revealed that the ADHD+ group had a significantly greater reduction in reaction time variability relative to the other groups when the degree of engagement/reinforcement increased. The results of Study 3 revealed that the TD children were rated as exhibiting more positive behaviors than the ADHD children, regardless of comorbid ODD status; however, the ADHD+ children exhibited a differentially larger response to reinforcement relative to the ADHD- and TD preschoolers. Overall, these findings suggested that while ADHD- and ADHD+ children may not be distinguishable based on their neuropsychological profiles, the added ODD diagnosis confers an additional core deficit of an aberrant reward system. Given these findings, treatment implications are discussed, and directions for future research are suggested.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Psychology
