Sarah O'Neill - Academia.edu (original) (raw)
Papers by Sarah O'Neill
Future Directions of Music Cognition, 2021
This study investigated whether adults with ADHD ("Cases") regulate emotions differently than the... more This study investigated whether adults with ADHD ("Cases") regulate emotions differently than their non-ADHD peers ("Controls"), and whether this effect is moderated by the number of years of musical training. We predicted that Cases would have poorer emotion regulation than Controls and the relation between ADHD and poor emotion regulation would be weakened with increased years of musical training. 1537 participants aged 18-65 (M=32, SD=12 years) were recruited from the Music Universe project (www.musicaluniverse.org; Greenberg, & Rentfrow, 2017). 57% were female and 8% had a lifetime ADHD diagnosis. Emotion regulation was measured with the Mentalized Affectivity Scale (Greenberg et al., 2017), which assesses the ability to: identify, control and modulate, and express emotions inwardly or outwardly. More years of musical training was significantly associated with a better ability to identify emotions, irrespective of clinical status. Cases were significantly better at identifying emotions compared to Controls, but the groups did not differ in how they processed emotions. Adults with ADHD showed higher outward emotional expression, but only when number of years of music training was low/moderate. Musical training shows promise for improving how adults with ADHD express emotions, perhaps underpinned by stronger top-down mechanisms at work in emotional self-control.
Learning and Motivation, 2021
Executive functioning and happiness are each associated with successful learning and other desira... more Executive functioning and happiness are each associated with successful learning and other desirable individual and societal outcomes; however, it is unclear whether a relation exists between them. Executive regulation of happiness pursuits in daily life, operationalized as hedonic (e.g., pursuing pleasure) and eudaimonic (e.g., pursuing personal growth) motives for action, may be a way the constructs relate to each other. In this initial investigation, we aimed to explore whether objectively measured executive functioning skills relate to happiness motives. A sample of 119 college students completed six objective neuropsychological measures of executive functioning and self-reported levels of hedonic and eudaimonic motives for action in daily life. Correlation and regression analyses examined the relations among temporal discounting and two latent executive functioning factors (inhibitory control and working memory) with hedonic and eudaimonic motives, as well as their interaction. Results suggested a possible association between higher levels of eudaimonic motives and preference for higher delayed rewards, as well as poorer working memory. Further analyses suggested that endorsing high levels of eudaimonic and hedonic motives simultaneously (i.e., the "full life") was associated with poorer inhibitory control and working memory performance, whereas endorsing low levels of both simultaneously (i.e., the "empty life") was associated with a preference for more immediate monetary rewards. Findings are discussed in the context of goal conflict and risk assessment among individuals who endorse the "full life". Overall, these findings suggest that complex relations may exist between executive functioning and trait-level happiness pursuits, and have implications for possible interventions aimed at enhancing happiness-related motives and cognitive processes to facilitate learning. Given the exploratory nature of the present study, further investigations are necessary.
Psychiatry Research, 2019
Emotion dysregulation is commonly reported among adults with Attention-Deficit/Hyperactivity Diso... more Emotion dysregulation is commonly reported among adults with Attention-Deficit/Hyperactivity Disorder. This study examined whether inattention and/or hyperactivity/impulsivity directly affect functional impairment, or whether they do so indirectly by decreasing emotion regulation capabilities. An ethnically, racially and socioeconomically diverse sample of clients seeking treatment at a low-fee outpatient mental health clinic were recruited [N = 177, male n = 59, 33.3%, mean (SD) age = 28.54 (8.41) years]. Participants completed measures of inattention, hyperactivity/impulsivity, emotion regulation and impairment at intake. Inattention was more strongly related to emotion regulation and impairment than hyperactivity/impulsivity. Hayes' PROCESS was used to test for significant indirect effects. More severe inattention was associated with less emotional clarity, which in turn was associated with worse Interpersonal Relationship difficulties; more severe inattention was associated with less access to emotion regulation strategies and poorer emotional clarity, which in turn were associated with greater Symptom Distress; and inattention was directly associated with impairment at school and work. In addition to treating inattention, clinicians should focus on emotion regulation deficits. Specifically, working with individuals to improve identification and labeling of emotions, develop strategies to reduce the intensity of their negative emotions, and feel more confident that they have these tools at their disposable may help to reduce impairment.
Medicine & Science in Sports & Exercise, 2017
Accruing evidence suggests that there is an improvement in working memory immediately after a sin... more Accruing evidence suggests that there is an improvement in working memory immediately after a single bout of moderate-intensity aerobic exercise with smaller and more variable effect sizes in healthy young adults than in other groups (Ludyga et al., 2016). Individual differences in the impact of exercise on cognition mediated by a variety of different factors may account for some of this variability. The aim of the current study was to determine whether the impact of both light-and moderate-intensity aerobic exercise on verbal and nonverbal working memory differs in individuals who report higher versus lower levels of trait anxiety. METHODS: 125 young adults were administered Operation Span (O-SPAN) and Symmetry Span (S-SPAN) tasks twice; once after spending approximately 40 minutes completing questionnaires including the State-Trait Anxiety Inventory (STAI-T); and once after 40 minutes of either moderate-intensity (>60% of age-predicted maximum HR) or light-intensity (<55% of age-predicted maximum HR) aerobic exercise. Session order was counterbalanced across participants and participants were randomly assigned to exercise intensity. A median split on the STAI-T was used to separate participants into lower and higher anxiety groups. The impact of exercise and anxiety on WM was examined in 2 (Intensity) x 2 (Anxiety Level) x 2 (Session) mixed-factorial analyses of variance. RESULTS: For S-SPAN performance, there was a significant Anxiety x Session interaction (F = 4.04; p = .047; partial eta-squared = .032) indicating that those reporting higher levels of trait anxiety may benefit slightly more from exercise than those with lower levels of anxiety. For O-SPAN performance, there was a significant 3-way Intensity x Anxiety Level x Session interaction (F = 6.27; p = .014; partial eta-squared = .05) revealing differing patterns of moderate-and low-intensity exercise for the higher and lower anxiety groups. There were no other significant effects. CONCLUSIONS: The data suggest that light-and moderate-intensity aerobic exercise may exert different impacts on working memory in individuals reporting lower versus higher levels of trait anxiety; however, effect sizes are small.
Exercise-Cognition Interaction, 2016
Attention-deficit/hyperactivity disorder (ADHD) is a highly prevalent and enduring neurodevelopme... more Attention-deficit/hyperactivity disorder (ADHD) is a highly prevalent and enduring neurodevelopmental disorder characterized by marked inattention, overactivity, and impulsivity, which causes impairment across multiple settings. Oftentimes, neurocognitive dysfunction is also evident although the pattern of weaknesses differs across individuals. Current evidence-based treatments show limited long-term benefits on the trajectory of the disorder leading to calls for novel ways to treat ADHD. Physical exercise offers potential as either an alternative mode of intervention or an additional component to a current treatment regimen. In animals and healthy individuals, physical activity has shown positive effects on brain structure and function. Several pilot studies have shown a positive impact of physical activity on cognitive functioning and behavior of individuals with ADHD. We call on the field to develop randomized controlled trials to evaluate the efficacy of exercise as a treatment for ADHD.
Journal of child psychology and psychiatry, and allied disciplines, Jan 6, 2015
Hyperactive/Inattentive preschool children show clear evidence of neuropsychological dysfunction.... more Hyperactive/Inattentive preschool children show clear evidence of neuropsychological dysfunction. We examined whether patterns and severity of test scores could reliably identify subgroups of preschoolers with differential risk for ADHD during school-age. Typically developing (TD: n = 76) and Hyperactive/Inattentive (HI: n = 138) 3-4 year olds were assessed annually for 6 years (T1-T6). Latent profile analysis (LPA) was used to form subgroups among the HI group based on objective/neuropsychological measures (NEPSY, Actigraph and Continuous Performance Test). Logistic regression assessed the predictive validity of empirically formed subgroups at risk for ADHD diagnosis relative to the TD group and to each other from T2 to T6. Latent profile analysis yielded two subgroups of HI preschoolers: (a) selectively weak Attention/Executive functions, and (b) pervasive neuropsychological dysfunction across all measures. Both subgroups were more likely to have ADHD at all follow-up time-points ...
Journal of Attention Disorders, 2012
Objective: To examine whether cognitive enhancement can be delivered through play to preschoolers... more Objective: To examine whether cognitive enhancement can be delivered through play to preschoolers with ADHD and whether it would affect severity of ADHD symptoms. Method: Twenty-nine 4- and 5-year-old children and their parents participated in separate group sessions (3-5 children/group). Child groups were introduced games designed to enhance inhibitory control, working memory, attention, visuospatial abilities, planning, and motor skills. Parent groups were encouraged playing these games with their children at least 30 to 45 min/day and taught strategies for scaffolding difficulty levels and dealing with obstacles to daily playing. Results: Parent ratings and session attendance indicated considerable satisfaction with the program. Parent ( p < .001) and teacher ( p = .003) ratings on the ADHD-Rating Scale–IV (ADHD-RS-IV) indicated significant improvement in ADHD severity from pre- to post-treatment, which persisted 3 months later. Conclusion: This play-based intervention for pre...
Journal of Abnormal Psychology, 2013
Children with Attention Deficit/Hyperactivity Disorder (ADHD) have poorer neuropsychological func... more Children with Attention Deficit/Hyperactivity Disorder (ADHD) have poorer neuropsychological functioning relative to their typically-developing peers. However, it is unclear whether early neuropsychological functioning predicts later ADHD severity and/or the latter is longitudinally associated with subsequent neuropsychological functioning; and whether these relations are different in children with and without early symptoms of ADHD. This study aimed to examine the longitudinal associations between ADHD severity and neuropsychological functioning among children at high and low risk of developing ADHD. Hyperactive/Inattentive (H/I; N=140) and Typically-developing (TD; N=76) preschoolers (age 3-4 years) were recruited (BL) and followed annually for 3 years (F1, F2 and F3). Teachers rated the children's ADHD severity and impairment using the Behavior Assessment System for Children-2 and the Children's Problem Checklist, respectively. Parent reports of children's ADHD severity were obtained using the Kiddie-Schedule for Affective Disorders and Schizophrenia-Present and Lifetime version. Neuropsychological functioning was assessed using the NEPSY. In the full sample, there were bi-directional longitudinal associations between neuropsychological functioning and ADHD severity between F1 and F3. Among H/I children, neuropsychological functioning at F1 and F2 predicted ADHD severity at F2 and F3, respectively. In contrast, among TD children the only significant
Journal of Abnormal Psychology, 2013
Children with Attention Deficit/Hyperactivity Disorder (ADHD) have poorer neuropsychological func... more Children with Attention Deficit/Hyperactivity Disorder (ADHD) have poorer neuropsychological functioning relative to their typically-developing peers. However, it is unclear whether early neuropsychological functioning predicts later ADHD severity and/or the latter is longitudinally associated with subsequent neuropsychological functioning; and whether these relations are different in children with and without early symptoms of ADHD. This study aimed to examine the longitudinal associations between ADHD severity and neuropsychological functioning among children at high and low risk of developing ADHD. Hyperactive/Inattentive (H/I; N=140) and Typically-developing (TD; N=76) preschoolers (age 3-4 years) were recruited (BL) and followed annually for 3 years (F1, F2 and F3). Teachers rated the children's ADHD severity and impairment using the Behavior Assessment System for Children-2 and the Children's Problem Checklist, respectively. Parent reports of children's ADHD severity were obtained using the Kiddie-Schedule for Affective Disorders and Schizophrenia-Present and Lifetime version. Neuropsychological functioning was assessed using the NEPSY. In the full sample, there were bi-directional longitudinal associations between neuropsychological functioning and ADHD severity between F1 and F3. Among H/I children, neuropsychological functioning at F1 and F2 predicted ADHD severity at F2 and F3, respectively. In contrast, among TD children the only significant
American Journal of Psychiatry, 2013
Objective-This longitudinal study examined whether changes in neuropsychological functioning were... more Objective-This longitudinal study examined whether changes in neuropsychological functioning were associated with the trajectory of ADHD-related symptoms and impairment between preschool and school-age. Method-The sample consisted of 3-and 4-year-old children (N=138) who were identified as being "at-risk" for ADHD based on parent and teacher reports. Neuropsychological functioning was measured annually using the NEPSY at four points of time (Mean ages: 4.19, 5.36, 6.35 and 7.35 years). ADHD symptoms and impairment were assessed using semi-annual parent and teacher reports on the ADHD-RS-IV and the Children's Problems Checklist over 10 points of time (Mean age at baseline and final assessment = 4.19 and 8.81 years, respectively). Hierarchical linear modeling was used to assess the trajectories of change in neuropsychological functioning and ADHD severity as well as the association of change in neuropsychological functioning with change in ADHD severity over time. Results-Baseline neuropsychological functioning was not significantly associated with the slope of change in ADHD severity. However, the magnitude of change in neuropsychological functioning was linearly associated with the trajectory of ADHD symptom severity and impairment such that individuals with greater neuropsychological growth over time had a greater diminution of ADHD severity and impairment. Family socioeconomic status at baseline was significantly associated with initial ADHD severity and impairment but not with change over time. Conclusion-Interventions that enhance neuropsychological functioning from an early age may be beneficial to attenuating long-term ADHD severity and impairment.
Legal and Criminological Psychology, 2013
Purpose. We used apparent co-witness intoxication as a way to examine the effect of source credib... more Purpose. We used apparent co-witness intoxication as a way to examine the effect of source credibility on the acceptance of misinformation from a co-witness. Methods. Alongside an experimental confederate, individual participants (N = 100) watched a clip involving two simulated thefts. Immediately beforehand, half of the participants watched the confederate consume what appeared to be three alcoholic beverages. During a subsequent discussion with the participant, the confederate introduced two pieces of misinformation about the clip. In the absence of the confederate, participants were then interviewed before completing a target-absent line-up task. Results. As expected, misinformation impaired participants' verbal reports, and misinformation about appearance impaired line-up performance. Overall susceptibility to misinformation was not significantly related to co-witness condition, or to participants' ratings of the confederate's intoxication or ability to accurately complete the tasks. On individual items, however, co-witness condition appeared to exert some influence on misinformation acceptance if the participant's pre-misinformation response was discrepant with the misinformation, but not when it was 'don't know'. Conclusions. It is possible that effects of source credibility on misinformation acceptance may depend, at least to some extent, on the presence of a clear discrepancy between the misinformation and the witness's recollection.
Journal of Abnormal Child Psychology, 2013
Biological psychiatry, Jan 15, 2016
Journal of abnormal psychology, 2016
Research examining factors linking early temperament and later attention-deficit/ hyperactivity d... more Research examining factors linking early temperament and later attention-deficit/ hyperactivity disorder (ADHD) is limited by cross-sectional approaches and having the same informant rate both temperament and psychopathology. The authors used multiinformant/multimethod longitudinal data to test the hypothesis that negative emotionality during preschool is positively associated with ADHD symptom severity in middle childhood, but developing executive control mediates this relation. Children (N = 161) with and without ADHD were evaluated 3 times: parent and teacher temperament ratings and NEPSY visual attention at ages 3-4 years; Wechsler Intelligence Scale for Children-4th edition Working Memory Index and NEPSY Response Set at age 6 years; and ADHD symptoms using the Kiddie-SADS at age 7 years. Parent and teacher ratings of preschoolers' temperament were combined to form an anger/frustration composite. Similarly, an executive functioning composite was derived from age 6 measures. ...
British Journal of Developmental Psychology, 2016
Neuropsychology, May 16, 2015
Early inattention is associated with later reading problems in children, but the mechanism by whi... more Early inattention is associated with later reading problems in children, but the mechanism by which this occurs is unclear. We investigated whether the negative relation between preschoolers' ADHD symptoms and 8-year-old reading achievement is directly related to the severity of inattention or is mediated by early language skills. Children (n = 150; 76% boys) were evaluated at 3 time points: preschool (T1), mean (SD) age = 4.24 (.49) years; 1 year later (T2), mean (SD) age = 5.28 (.50) years; and during school age (T3), mean (SD) age = 8.61 (.31) years. At T1, parents' Kiddie-SADS responses were dimensionalized to reflect ADHD severity. Children completed the Language domain of the NEPSY (i.e., A Developmental Neuropsychological Assessment) at T1 and again at T2. At T3, children completed the Wechsler Individual Achievement Test, Second Edition Word Reading, Pseudoword Decoding, Reading Comprehension, and Spelling subtests, and their teachers completed ratings of Reading and...
Postgraduate Medicine, 2013
Children's Health Care, 2015
Future Directions of Music Cognition, 2021
This study investigated whether adults with ADHD ("Cases") regulate emotions differently than the... more This study investigated whether adults with ADHD ("Cases") regulate emotions differently than their non-ADHD peers ("Controls"), and whether this effect is moderated by the number of years of musical training. We predicted that Cases would have poorer emotion regulation than Controls and the relation between ADHD and poor emotion regulation would be weakened with increased years of musical training. 1537 participants aged 18-65 (M=32, SD=12 years) were recruited from the Music Universe project (www.musicaluniverse.org; Greenberg, & Rentfrow, 2017). 57% were female and 8% had a lifetime ADHD diagnosis. Emotion regulation was measured with the Mentalized Affectivity Scale (Greenberg et al., 2017), which assesses the ability to: identify, control and modulate, and express emotions inwardly or outwardly. More years of musical training was significantly associated with a better ability to identify emotions, irrespective of clinical status. Cases were significantly better at identifying emotions compared to Controls, but the groups did not differ in how they processed emotions. Adults with ADHD showed higher outward emotional expression, but only when number of years of music training was low/moderate. Musical training shows promise for improving how adults with ADHD express emotions, perhaps underpinned by stronger top-down mechanisms at work in emotional self-control.
Learning and Motivation, 2021
Executive functioning and happiness are each associated with successful learning and other desira... more Executive functioning and happiness are each associated with successful learning and other desirable individual and societal outcomes; however, it is unclear whether a relation exists between them. Executive regulation of happiness pursuits in daily life, operationalized as hedonic (e.g., pursuing pleasure) and eudaimonic (e.g., pursuing personal growth) motives for action, may be a way the constructs relate to each other. In this initial investigation, we aimed to explore whether objectively measured executive functioning skills relate to happiness motives. A sample of 119 college students completed six objective neuropsychological measures of executive functioning and self-reported levels of hedonic and eudaimonic motives for action in daily life. Correlation and regression analyses examined the relations among temporal discounting and two latent executive functioning factors (inhibitory control and working memory) with hedonic and eudaimonic motives, as well as their interaction. Results suggested a possible association between higher levels of eudaimonic motives and preference for higher delayed rewards, as well as poorer working memory. Further analyses suggested that endorsing high levels of eudaimonic and hedonic motives simultaneously (i.e., the "full life") was associated with poorer inhibitory control and working memory performance, whereas endorsing low levels of both simultaneously (i.e., the "empty life") was associated with a preference for more immediate monetary rewards. Findings are discussed in the context of goal conflict and risk assessment among individuals who endorse the "full life". Overall, these findings suggest that complex relations may exist between executive functioning and trait-level happiness pursuits, and have implications for possible interventions aimed at enhancing happiness-related motives and cognitive processes to facilitate learning. Given the exploratory nature of the present study, further investigations are necessary.
Psychiatry Research, 2019
Emotion dysregulation is commonly reported among adults with Attention-Deficit/Hyperactivity Diso... more Emotion dysregulation is commonly reported among adults with Attention-Deficit/Hyperactivity Disorder. This study examined whether inattention and/or hyperactivity/impulsivity directly affect functional impairment, or whether they do so indirectly by decreasing emotion regulation capabilities. An ethnically, racially and socioeconomically diverse sample of clients seeking treatment at a low-fee outpatient mental health clinic were recruited [N = 177, male n = 59, 33.3%, mean (SD) age = 28.54 (8.41) years]. Participants completed measures of inattention, hyperactivity/impulsivity, emotion regulation and impairment at intake. Inattention was more strongly related to emotion regulation and impairment than hyperactivity/impulsivity. Hayes' PROCESS was used to test for significant indirect effects. More severe inattention was associated with less emotional clarity, which in turn was associated with worse Interpersonal Relationship difficulties; more severe inattention was associated with less access to emotion regulation strategies and poorer emotional clarity, which in turn were associated with greater Symptom Distress; and inattention was directly associated with impairment at school and work. In addition to treating inattention, clinicians should focus on emotion regulation deficits. Specifically, working with individuals to improve identification and labeling of emotions, develop strategies to reduce the intensity of their negative emotions, and feel more confident that they have these tools at their disposable may help to reduce impairment.
Medicine & Science in Sports & Exercise, 2017
Accruing evidence suggests that there is an improvement in working memory immediately after a sin... more Accruing evidence suggests that there is an improvement in working memory immediately after a single bout of moderate-intensity aerobic exercise with smaller and more variable effect sizes in healthy young adults than in other groups (Ludyga et al., 2016). Individual differences in the impact of exercise on cognition mediated by a variety of different factors may account for some of this variability. The aim of the current study was to determine whether the impact of both light-and moderate-intensity aerobic exercise on verbal and nonverbal working memory differs in individuals who report higher versus lower levels of trait anxiety. METHODS: 125 young adults were administered Operation Span (O-SPAN) and Symmetry Span (S-SPAN) tasks twice; once after spending approximately 40 minutes completing questionnaires including the State-Trait Anxiety Inventory (STAI-T); and once after 40 minutes of either moderate-intensity (>60% of age-predicted maximum HR) or light-intensity (<55% of age-predicted maximum HR) aerobic exercise. Session order was counterbalanced across participants and participants were randomly assigned to exercise intensity. A median split on the STAI-T was used to separate participants into lower and higher anxiety groups. The impact of exercise and anxiety on WM was examined in 2 (Intensity) x 2 (Anxiety Level) x 2 (Session) mixed-factorial analyses of variance. RESULTS: For S-SPAN performance, there was a significant Anxiety x Session interaction (F = 4.04; p = .047; partial eta-squared = .032) indicating that those reporting higher levels of trait anxiety may benefit slightly more from exercise than those with lower levels of anxiety. For O-SPAN performance, there was a significant 3-way Intensity x Anxiety Level x Session interaction (F = 6.27; p = .014; partial eta-squared = .05) revealing differing patterns of moderate-and low-intensity exercise for the higher and lower anxiety groups. There were no other significant effects. CONCLUSIONS: The data suggest that light-and moderate-intensity aerobic exercise may exert different impacts on working memory in individuals reporting lower versus higher levels of trait anxiety; however, effect sizes are small.
Exercise-Cognition Interaction, 2016
Attention-deficit/hyperactivity disorder (ADHD) is a highly prevalent and enduring neurodevelopme... more Attention-deficit/hyperactivity disorder (ADHD) is a highly prevalent and enduring neurodevelopmental disorder characterized by marked inattention, overactivity, and impulsivity, which causes impairment across multiple settings. Oftentimes, neurocognitive dysfunction is also evident although the pattern of weaknesses differs across individuals. Current evidence-based treatments show limited long-term benefits on the trajectory of the disorder leading to calls for novel ways to treat ADHD. Physical exercise offers potential as either an alternative mode of intervention or an additional component to a current treatment regimen. In animals and healthy individuals, physical activity has shown positive effects on brain structure and function. Several pilot studies have shown a positive impact of physical activity on cognitive functioning and behavior of individuals with ADHD. We call on the field to develop randomized controlled trials to evaluate the efficacy of exercise as a treatment for ADHD.
Journal of child psychology and psychiatry, and allied disciplines, Jan 6, 2015
Hyperactive/Inattentive preschool children show clear evidence of neuropsychological dysfunction.... more Hyperactive/Inattentive preschool children show clear evidence of neuropsychological dysfunction. We examined whether patterns and severity of test scores could reliably identify subgroups of preschoolers with differential risk for ADHD during school-age. Typically developing (TD: n = 76) and Hyperactive/Inattentive (HI: n = 138) 3-4 year olds were assessed annually for 6 years (T1-T6). Latent profile analysis (LPA) was used to form subgroups among the HI group based on objective/neuropsychological measures (NEPSY, Actigraph and Continuous Performance Test). Logistic regression assessed the predictive validity of empirically formed subgroups at risk for ADHD diagnosis relative to the TD group and to each other from T2 to T6. Latent profile analysis yielded two subgroups of HI preschoolers: (a) selectively weak Attention/Executive functions, and (b) pervasive neuropsychological dysfunction across all measures. Both subgroups were more likely to have ADHD at all follow-up time-points ...
Journal of Attention Disorders, 2012
Objective: To examine whether cognitive enhancement can be delivered through play to preschoolers... more Objective: To examine whether cognitive enhancement can be delivered through play to preschoolers with ADHD and whether it would affect severity of ADHD symptoms. Method: Twenty-nine 4- and 5-year-old children and their parents participated in separate group sessions (3-5 children/group). Child groups were introduced games designed to enhance inhibitory control, working memory, attention, visuospatial abilities, planning, and motor skills. Parent groups were encouraged playing these games with their children at least 30 to 45 min/day and taught strategies for scaffolding difficulty levels and dealing with obstacles to daily playing. Results: Parent ratings and session attendance indicated considerable satisfaction with the program. Parent ( p < .001) and teacher ( p = .003) ratings on the ADHD-Rating Scale–IV (ADHD-RS-IV) indicated significant improvement in ADHD severity from pre- to post-treatment, which persisted 3 months later. Conclusion: This play-based intervention for pre...
Journal of Abnormal Psychology, 2013
Children with Attention Deficit/Hyperactivity Disorder (ADHD) have poorer neuropsychological func... more Children with Attention Deficit/Hyperactivity Disorder (ADHD) have poorer neuropsychological functioning relative to their typically-developing peers. However, it is unclear whether early neuropsychological functioning predicts later ADHD severity and/or the latter is longitudinally associated with subsequent neuropsychological functioning; and whether these relations are different in children with and without early symptoms of ADHD. This study aimed to examine the longitudinal associations between ADHD severity and neuropsychological functioning among children at high and low risk of developing ADHD. Hyperactive/Inattentive (H/I; N=140) and Typically-developing (TD; N=76) preschoolers (age 3-4 years) were recruited (BL) and followed annually for 3 years (F1, F2 and F3). Teachers rated the children's ADHD severity and impairment using the Behavior Assessment System for Children-2 and the Children's Problem Checklist, respectively. Parent reports of children's ADHD severity were obtained using the Kiddie-Schedule for Affective Disorders and Schizophrenia-Present and Lifetime version. Neuropsychological functioning was assessed using the NEPSY. In the full sample, there were bi-directional longitudinal associations between neuropsychological functioning and ADHD severity between F1 and F3. Among H/I children, neuropsychological functioning at F1 and F2 predicted ADHD severity at F2 and F3, respectively. In contrast, among TD children the only significant
Journal of Abnormal Psychology, 2013
Children with Attention Deficit/Hyperactivity Disorder (ADHD) have poorer neuropsychological func... more Children with Attention Deficit/Hyperactivity Disorder (ADHD) have poorer neuropsychological functioning relative to their typically-developing peers. However, it is unclear whether early neuropsychological functioning predicts later ADHD severity and/or the latter is longitudinally associated with subsequent neuropsychological functioning; and whether these relations are different in children with and without early symptoms of ADHD. This study aimed to examine the longitudinal associations between ADHD severity and neuropsychological functioning among children at high and low risk of developing ADHD. Hyperactive/Inattentive (H/I; N=140) and Typically-developing (TD; N=76) preschoolers (age 3-4 years) were recruited (BL) and followed annually for 3 years (F1, F2 and F3). Teachers rated the children's ADHD severity and impairment using the Behavior Assessment System for Children-2 and the Children's Problem Checklist, respectively. Parent reports of children's ADHD severity were obtained using the Kiddie-Schedule for Affective Disorders and Schizophrenia-Present and Lifetime version. Neuropsychological functioning was assessed using the NEPSY. In the full sample, there were bi-directional longitudinal associations between neuropsychological functioning and ADHD severity between F1 and F3. Among H/I children, neuropsychological functioning at F1 and F2 predicted ADHD severity at F2 and F3, respectively. In contrast, among TD children the only significant
American Journal of Psychiatry, 2013
Objective-This longitudinal study examined whether changes in neuropsychological functioning were... more Objective-This longitudinal study examined whether changes in neuropsychological functioning were associated with the trajectory of ADHD-related symptoms and impairment between preschool and school-age. Method-The sample consisted of 3-and 4-year-old children (N=138) who were identified as being "at-risk" for ADHD based on parent and teacher reports. Neuropsychological functioning was measured annually using the NEPSY at four points of time (Mean ages: 4.19, 5.36, 6.35 and 7.35 years). ADHD symptoms and impairment were assessed using semi-annual parent and teacher reports on the ADHD-RS-IV and the Children's Problems Checklist over 10 points of time (Mean age at baseline and final assessment = 4.19 and 8.81 years, respectively). Hierarchical linear modeling was used to assess the trajectories of change in neuropsychological functioning and ADHD severity as well as the association of change in neuropsychological functioning with change in ADHD severity over time. Results-Baseline neuropsychological functioning was not significantly associated with the slope of change in ADHD severity. However, the magnitude of change in neuropsychological functioning was linearly associated with the trajectory of ADHD symptom severity and impairment such that individuals with greater neuropsychological growth over time had a greater diminution of ADHD severity and impairment. Family socioeconomic status at baseline was significantly associated with initial ADHD severity and impairment but not with change over time. Conclusion-Interventions that enhance neuropsychological functioning from an early age may be beneficial to attenuating long-term ADHD severity and impairment.
Legal and Criminological Psychology, 2013
Purpose. We used apparent co-witness intoxication as a way to examine the effect of source credib... more Purpose. We used apparent co-witness intoxication as a way to examine the effect of source credibility on the acceptance of misinformation from a co-witness. Methods. Alongside an experimental confederate, individual participants (N = 100) watched a clip involving two simulated thefts. Immediately beforehand, half of the participants watched the confederate consume what appeared to be three alcoholic beverages. During a subsequent discussion with the participant, the confederate introduced two pieces of misinformation about the clip. In the absence of the confederate, participants were then interviewed before completing a target-absent line-up task. Results. As expected, misinformation impaired participants' verbal reports, and misinformation about appearance impaired line-up performance. Overall susceptibility to misinformation was not significantly related to co-witness condition, or to participants' ratings of the confederate's intoxication or ability to accurately complete the tasks. On individual items, however, co-witness condition appeared to exert some influence on misinformation acceptance if the participant's pre-misinformation response was discrepant with the misinformation, but not when it was 'don't know'. Conclusions. It is possible that effects of source credibility on misinformation acceptance may depend, at least to some extent, on the presence of a clear discrepancy between the misinformation and the witness's recollection.
Journal of Abnormal Child Psychology, 2013
Biological psychiatry, Jan 15, 2016
Journal of abnormal psychology, 2016
Research examining factors linking early temperament and later attention-deficit/ hyperactivity d... more Research examining factors linking early temperament and later attention-deficit/ hyperactivity disorder (ADHD) is limited by cross-sectional approaches and having the same informant rate both temperament and psychopathology. The authors used multiinformant/multimethod longitudinal data to test the hypothesis that negative emotionality during preschool is positively associated with ADHD symptom severity in middle childhood, but developing executive control mediates this relation. Children (N = 161) with and without ADHD were evaluated 3 times: parent and teacher temperament ratings and NEPSY visual attention at ages 3-4 years; Wechsler Intelligence Scale for Children-4th edition Working Memory Index and NEPSY Response Set at age 6 years; and ADHD symptoms using the Kiddie-SADS at age 7 years. Parent and teacher ratings of preschoolers' temperament were combined to form an anger/frustration composite. Similarly, an executive functioning composite was derived from age 6 measures. ...
British Journal of Developmental Psychology, 2016
Neuropsychology, May 16, 2015
Early inattention is associated with later reading problems in children, but the mechanism by whi... more Early inattention is associated with later reading problems in children, but the mechanism by which this occurs is unclear. We investigated whether the negative relation between preschoolers' ADHD symptoms and 8-year-old reading achievement is directly related to the severity of inattention or is mediated by early language skills. Children (n = 150; 76% boys) were evaluated at 3 time points: preschool (T1), mean (SD) age = 4.24 (.49) years; 1 year later (T2), mean (SD) age = 5.28 (.50) years; and during school age (T3), mean (SD) age = 8.61 (.31) years. At T1, parents' Kiddie-SADS responses were dimensionalized to reflect ADHD severity. Children completed the Language domain of the NEPSY (i.e., A Developmental Neuropsychological Assessment) at T1 and again at T2. At T3, children completed the Wechsler Individual Achievement Test, Second Edition Word Reading, Pseudoword Decoding, Reading Comprehension, and Spelling subtests, and their teachers completed ratings of Reading and...
Postgraduate Medicine, 2013
Children's Health Care, 2015