Title page for ETD etd-05042006-101015


Type of Document Master's Thesis
Author Jarrett, Matthew
Author's Email Address mjarrett@vt.edu
URN etd-05042006-101015
Title The Role of Executive and Motivational Laboratory Tasks in the Assessment of Externalizing and Internalizing Problems in ADHD-C and Non-ADHD-C Youth
Degree Master of Science
Department Psychology
Advisory Committee
Advisor Name Title
Ollendick, Thomas M. Committee Chair
Kim, Kee Jeong Committee Member
Scarpa-Friedman, Angela Committee Member
Keywords
  • Executive
  • Motivational
  • Externalizing
  • Internalizing
  • Laboratory Tasks
  • ADHD
Date of Defense 2006-04-28
Availability mixed
Abstract
The current study utilized laboratory tasks (Conners’ Continuous Performance Test, CPT; Behavioral Inhibition Task, BIT) to examine the relationships among motivation, executive functioning, and parent and teacher-reported attention, internalizing, and externalizing problems in a clinical sample of 132 children with or without Attention-Deficit/Hyperactivity Disorder, Combined Type (ADHD-C; 69% male, mean age = 9.88). Specificity was examined through total, unique, and interactive effects via hierarchical regression. Higher CPT scores (i.e., executive disinhibition) were related to greater externalizing problems in total and unique effect analyses, while a relationship between lower CPT scores (i.e., executive inhibition) and greater internalizing problems was found only in unique effect analyses. No significant effects were found for motivational inhibition (i.e., low BIT) or disinhibition (i.e., high BIT). ADHD-C was associated with greater attention and externalizing problems in total effect analyses, but only externalizing problems showed a significant relationship in unique effect analyses. Interactive effects were found for ADHD-C and executive functioning, as lower levels of CPT (i.e., executive inhibition) coupled with ADHD-C resulted in greater parent-reported attention problems. In addition, higher CPT scores (i.e., executive disinhibition) were associated with greater parent-reported externalizing problems in Non-ADHD-C children. Although some main effects were predicted, the interactive effects were somewhat surprising, particularly in relation to ADHD-C, executive inhibition, and parent-reported attention problems. Exploratory analyses revealed that this effect may have been due to greater internalizing problems in ADHD-C children at lower levels of CPT (i.e., executive inhibition). Results are discussed in relation to past studies and laboratory task validity.
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