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|a LC4713.2.S67 2011_LibraValentina |2 BU-Local |
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|a Sosa, Valentina Libra. |
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|a Executive functioning deficits in children with attention deficit/hyperactivity disorder, reading disorder, and both disorders |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2011. |
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|a x, 105 leaves : |b ill. ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2011. |
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|a Includes bibliographical references (leaves 92-100). |
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|a Copyright Valentina Libra Sosa. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Purpose : Research indicates that executive functioning (EF) is a multidimensional construct, and may be a common deficit in many developmental and learning disorders, such as attention deficit hyperactivity disorder (ADHD) and reading disorder (RD). However, limited research has been done to explore specific patterns of EF deficits with both co-occurring disorders (ADHD/RD). The purpose of the study was to compare the patterns of EF deficits in children with RD-only, ADHD-only, and ADHD/RD-combined, as measured by the Behavioral Regulation Inventory of Executive Functioning (BRIEF), and as reported by parents and teachers. Additionally, the relationship among the BRIEF scores and other measures of EF, such as the Conners’ Continuous Performance Test (CCPT), and the Digit Span (DS) subtest from the WISC-IV, was explored. Method : The sample in the study included archival data from 112 children ages 6.0-16.0, who received a psycho-educational battery in a private clinical setting between July 2007 and December 2010. The participants were divided into three diagnostic groups: RD-only (n = 19), ADHD-only (n = 66), and ADHD/RD-combined (n = 27). Statistical analyses included MANOVA, paired sample t-tests, and Pearson r correlations. Major Findings : Parent ratings of EF indicated a significant effect for the disability diagnosis (Wilks’ λ = .71, p = .03). Children in the ADHD-only and ADHD/RD-combined groups demonstrated greater EF deficits than children in the RD-only group for the Inhibit, Monitor, and Working Memory scales. Comparisons of parent and teacher ratings revealed significant differences in three scales (Initiate, Organization of Materials, and Working Memory) and one index scale (Metacognition). Teacher ratings of EF deficits were higher for every scale, as well as for one index score (with t values ranging from 2.8 to 3.8, p < .05). It was also noted that parent ratings of EF suggested a significant positive correlation between the Metacognition Index of the BRIEF and the Digit Span subtest of the WISC-IV (r = .21, p < .05). Overall, children with ADHD have more pervasive deficits in EF than children with RD. However, it was found that EF deficits were not exclusive to ADHD. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Attention-deficit-disordered children |x Education |x United States. |
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|a Attention-deficit hyperactivity disorder. |
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|a Children with disabilities |x Books and reading. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001402/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/14/02/00001/LC4713_2_S67 2011_LibraValentinathm.jpg |
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|a Theses and Dissertations |
