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Examining the Effects of a Multi-Component Neurocognitive Intervention for School-Aged Children with Co-Occurring ADHD and Reading Difficulties
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Examining the Effects of a Multi-Component Neurocognitive Intervention for School-Aged Children with Co-Occurring ADHD and Reading Difficulties. |
| 개인저자 | Chimiklis, Alyssa L. |
| 단체저자명 | City University of New York. Psychology. |
| 발행사항 | [S.l.]: City University of New York., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 138 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-03B. Dissertation Abstract International |
| ISBN | 9781088301456 |
| 학위논문주기 | Thesis (Ph.D.)--City University of New York, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-03, Section: B.
Advisor: Chacko, Anil. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | Objective: Children with attention deficit hyperactivity disorder (ADHD) frequently exhibit impairments in neurocognitive pathways (i.e., deficits in sustained attention, response inhibition, processing speed, working memory, and cognitive flexibility). There is also extensive support indicating that youth with co-occurring ADHD and reading difficulties share pathological pathways and exhibit deficits in executive functions. Neither behavioral nor pharmacological interventions have been able to fully address executive dysfunction and/or reading deficits in this population. Computerized neurocognitive training interventions have been explored as a treatment alternative for youth with pure ADHD and have demonstrated some merit. Conceptually, computerized neurocognitive training programs that target overlapping pathways may improve executive functioning, which may directly impact ADHD symptoms and reading.Methods: A preliminary open clinical trial was conducted over the course of 3-4 months in a sample of 20 7-11 year-olds with all subtypes of ADHD with varying levels of reading difficulties to determine the following primary aims: 1.) To determine if a multicomponent neurocognitive intervention, ACTIVATE, improved executive functions (i.e., sustained attention, working memory, inhibition) |
| 일반주제명 | Clinical psychology. Neurosciences. Cognitive psychology. |
| 언어 | 영어 |
| 바로가기 | 
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