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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 5 of 5 1 Can Working Memory Training Work for ADHD? Development of Central Executive Training and Comparison with Behavioral Parent Training Kofler, Michael J.; Sarver, Dustin E.; Austin, Kristin. - 2018 BASE Show details 2 Neurocognitive and Behavioral Predictors of Social Problems in ADHD: A Bayesian Framework Kofler, Michael J.; Harmon, Sherelle L.; Aduen, Paula A.. - 2018 BASE Show details 3 Are Episodic Buffer Processes Intact in ADHD? Experimental Evidence and Linkage with Hyperactive Behavior Kofler, Michael J.; Spiegel, Jamie; Austin, Kristin. - 2018 BASE Show details 4 Working memory and social competence in individuals with attention-deficit/hyperactivity disorder (ADHD) symptoms and autism spectrum disorder (ASD) traits Austin, Kristin Elizabeth. - : Virginia Tech, 2016 BASE Show details 5 Are Episodic Buffer Processes Intact in ADHD? : Experimental Evidence and Linkage with Hyperactive Behavior Kofler, Michael J. (authoraut); Spiegel, Jamie A. (authoraut); Austin, Kristin E. (authoraut); Sarver, Dustin E. (authoraut); Soto, Elia F. (authoraut); Irwin, Lauren N (authoraut) Abstract: Objective: Social problems are a key area of functional impairment for children with ADHD, and converging evidence points to executive dysfunction as a potential mechanism underlying ADHD-related social dysfunction. The evidence is mixed, however, with regard to which neurocognitive abilities account for these relations. Method: A well-characterized group of 117 children ages 8-13 (M=10.45, SD=1.53; 43 girls; 69.5% Caucasian/Non-Hispanic) with ADHD (n=77) and without ADHD (n=40) were administered multiple, counterbalanced tests of neurocognitive functioning and assessed for social skills via multi-informant reports. Results: Bayesian linear regressions revealed strong support for working memory and cross-informant interfering behaviors (inattention, hyperactivity/impulsivity) as predictors of parent- and teacher-reported social problems. Working memory was also implicated in social skills acquisition deficits, performance deficits, and strengths based on parent and/or teacher report; inattention and/or hyperactivity showed strong correspondence with cross-informant social problems in all models. There was no evidence for, and in most models strong evidence against, effects of inhibitory control and processing speed. The ADHD group was impaired relative to the non-ADHD group on social skills (d=0.82-0.88), visuospatial working memory (d=0.89), and phonological working memory (d=0.58). In contrast, the Bayesian ANOVAs indicated that the ADHD and Non-ADHD groups were equivalent on processing speed, IQ, age, gender, and SES. There was no support for or against group differences in inhibition. Conclusions: These findings confirm that ADHD is associated with impaired social performance, and implicate working memory and core ADHD symptoms in the acquisition and performance of socially-skilled behavior. ; ADHD, Working memory, Episodic buffer, Phonological, Visuospatial, Actigraph ; The original published version can be found at https://doi.org/10.1007/s10802-017-0346-x ; Kofler, M.J., Spiegel, J., Austin, K. et al. J Abnorm Child Psychol (2017). https://doi.org/10.1007/s10802-017-0346-x URL: https://doi.org/10.1007/s10802-017-0346-x http://diginole.lib.fsu.edu/islandora/object/fsu%3A504759/datastream/TN/view/Are%20Episodic%20Buffer%20Processes%20Intact%20in%20ADHD%3F%20.jpg http://purl.flvc.org/fsu/fd/FSU_libsubv1_scholarship_submission_1507141126_8cab5e22 BASE Hide details

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