The effects of distraction and a brief intervention on auditory and visual-spatial working memory in college students with attention deficit hyperactivity disorder

Lineweaver, Tara T.; Kercood, Suneeta; O'Keeffe, Nicole B; O’Brien, Kathleen; Massey, Eric J; Campbell, Samantha J; Pierce, Jenna N

doi:10.1080/13803395.2012.683854

Cited by 7 publications

(9 citation statements)

References 63 publications

(52 reference statements)

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“…Although the current study elucidates factors that do and do not affect how young adults with ADHD arrive at the self-perceptions they report on questionnaires, these results do not uncover the key to eliciting self-reports that accurately reflect objective test performance. This supports the extensive literature documenting limited or non-existent relationships between subjective and objective symptomatology in young adults with ADHD (Barnhart & Buelow, 2017;Fuermaier et al, 2015;Gray et al, 2016;Jarrett et al, 2017;Lineweaver et al, 2012;Mackin & Horner, 2005). Because the young adults in our study tended to describe their off-medication symptoms on questionnaires, we hypothesized that relationships between subjective and objective symptoms would be stronger in the unmedicated group who both answered questionnaire items and completed the objective measures while off medications.…”

Section: Discussionsupporting

confidence: 77%

“…Because self-perceptions can affect how individuals approach tasks, particularly when those tasks are challenging (Dunn & Shapiro, 1999;Hoza et al, 2004;Hoza, Pelham, Waschbusch, Kipp, & Owens, 2001), our results raise the possibility that negative selfperceptions may be driving or at least enhancing the negative effect being diagnosed with ADHD has on young adult patients' success in academic or other settings (Blase et al, 2009;Heiligenstein, Guenther, Levy, Savino, & Fulwiler, 1999;Norvilitis, Sun, & Zhang, 2010;Norwalk, Norvilitis, & MacLean, 2009). Young adults with ADHD who believe they struggle with attention and distractibility because they have an ADHD diagnosis may fail to reach their full potential in challenging academic, professional or personal situations even though their actual working memory may be comparable to their non-ADHD peers (Lineweaver et al, 2012). As such, these results suggest that psychotherapeutic interventions targeting adults' negative self-perceptions of their abilities may have the potential to improve everyday functioning by increasing confidence and persistence during challenging tasks.…”

Section: Discussionmentioning

confidence: 99%

“…Again, the extent of self-reported symptoms did not relate to scores on measures of auditory WM, visualspatial WM, executive functioning, or academic achievement. Additionally, Lineweaver et al (2012) compared young adults with and without ADHD on several objective measures of distractibility, auditory WM, and visual-spatial WM, as well as on two questionnaires assessing subjective ADHD symptomatology. These researchers documented modest differences and unexpected similarities in WM and distractibility between participants with ADHD and controls, but young adults with ADHD described themselves as experiencing significant ADHD symptoms (i.e.…”

mentioning

confidence: 99%

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The effect of medication and question wording on self‐reported symptoms and their accuracy in young adults with attention‐deficit/hyperactivity disorder

Lineweaver

Kercood

Gabor

et al. 2021

British J Clinic Psychol

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Objectives. This study examined the effect of whether participants were on or off their medications and the effect of questionnaire wording on self-reported symptoms in young adults with ADHD. Additionally, this research evaluated the relationships between these self-reported symptoms and objective performance on measures of working memory.Design. This experimental study utilized a mixed factorial design with one betweensubjects factor (whether participants were unmedicated or medicated at the time they completed their assessment) and one within-subjects factor (whether participants reported their on-medication or off-medication symptoms when describing their ADHD subjective symptomatology).Methods. Forty-five young adults with ADHD (ages 18-23) completed a brief neuropsychological evaluation and several self-report questionnaires.Results. Although being medicated or unmedicated while completing the questionnaires did not directly affect self-reported symptoms or their accuracy, questionnaire wording exerted a statistically significant effect on subjective symptomatology; participants described themselves as substantially more symptomatic at times when they are off than at times when they are on their medications. More importantly, their general selfperceptions (symptoms when medication state was not specified) of their Inattention/ Memory Problems and their Hyperactivity/Restlessness aligned with their descriptions of their off-medication symptoms, whereas their general self-perceptions of their Impulsivity/Emotional Lability and Problems with Self-Concept related to both their selfreported off-medication and on-medication symptoms.Conclusions. These results highlight the necessity of specifying medication state when asking patients to report their current symptomatology. Failing to do so risks an overreporting of symptoms from patients who are typically on medications as they may describe the extent of their unmedicated, rather than medicated, symptomatology.

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Section: Discussionsupporting

confidence: 77%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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The effect of medication and question wording on self‐reported symptoms and their accuracy in young adults with attention‐deficit/hyperactivity disorder

Lineweaver

Kercood

Gabor

et al. 2021

British J Clinic Psychol

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“…(Gropper et al, 2014) • Students with ADHD demonstrated worse auditory working memory. (Lineweaver et al, 2012) • The ADD/ADHD group made significantly more left-sided omission errors. (Jones et al, 2008) • Controlling for cognitive ability, ADHD participants were significantly different on all dependent measures related to time estimation abilities (p < 0.05).…”

Section: Continuedmentioning

confidence: 93%

“…Working memory refers to the ability to temporarily maintain and manipulate information necessary for achieving a certain goal (Gropper, Gotlieb, Kronitz, & Tannock, 2014). The largest group of studies (n = 9) reported on working memory or related to time estimation, explanatory style, or written expression (Sparks, Javorsky, & Philips, 2004;Gropper et al, 2014;Gropper & Tannock, 2009;Lineweaver et al, 2012;Jones, Craver-Lemley, & Barrett, 2008;Prevatt, Proctor, Baker, Garrett, & Yelland, 2011;Prins, Dovis, Ponsioen, ten, & van der Oord, 2011;Semrud-Clikeman & Harder, 2011;Shmulsky & Gobbo, 2007). ADHD students display significant weaknesses in the auditory-verbal working memory tasks compared to controls and were significantly worse in time estimation abilities.…”

Section: Working Memory or A Specific Skillmentioning

confidence: 99%

A Systematic Review of Literatures on Factors Associated with Educational and Academic Performance in Attention Deficit Hyperactivity Disorder

Kolk¹,

Agthoven²,

Buitelaar³

et al. 2015

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Attention Deficit Hyperactivity Disorder (ADHD) has been shown to impair major life activities including educational functioning. However, there is no consensus on the specific cause for the impact on this worse educational outcome. This systematic review aims to identify factors that have been associated with educational and academic underperformance of children and adolescents with ADHD. A literature search was conducted using PubMed and the PRISMA guidelines (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). The study focused on articles presenting results of data-based analyses related to ADHD and keywords related to education. The search resulted in 376 records that were screened by title. Of these, 185 articles were screened by abstract and 35 met the eligibility criteria for inclusion in the review. These 35 articles were related to seven domains: educational training, educational environment, pharmacological treatment, ADHD symptoms, associations of ADHD with academic outcomes, self-concept, and specific skills. The main source of educational challenges seems to be related to the inattentive symptoms (or subtype) of ADHD. This outcome is different than expected, since hyperactive symptoms are pronounced more prominently and often refer children to clinical practice. Inattentive symptoms amongst others refer to difficulties in organization skills and can lead to decreased self-efficacy and development of depressive symptoms. This decreased self-efficacy and the depressive symptoms were also found to be related to influence the relation between ADHD and academic perfor-* Corresponding author.A. van der Kolk et al. 165mance. Educational outcomes were shown to be improved using small group work, learning via a computer-based service and as a result of coaching and pharmacological treatment. To help children and adults achieve educational goals that now are out of reach, more attention should be spent to the inattentive symptoms of ADHD and possibilities to overcome experienced problems.

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Cognitive characterization of adult attention deficit hyperactivity disorder by domains: a systematic review

2021

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Attention deficit hyperactivity disorder (ADHD) is reportedly the most frequent neurodevelopmental disorder diagnosed during childhood, and it is recognized as a common condition in adulthood. We review the evidence to help identify cognitive domains associated to deficits in adult ADHD. A systematic review with narrative synthesis was performed, assessing studies on adult ADHD, neuropsychology and research on involved cognitive domains in adults 18+ years old with an established diagnosis of ADHD, in seven electronic databases (PubMed, PsychInfo, WebOfScience, Embase, Scopus, OvidSPMedline, and Teseo), and Worldcat and OpenGrey grey literature databases. 93 studies were included for this review, encompassing findings from a total 5574 adults diagnosed only with ADHD, medication-naïve or non-medicated at the moment of the assessment and 4880 healthy controls. Adults diagnosed with ADHD may show, when compared to healthy controls, a cognitive profile characterized by deficits across all attention modalities, processing speed, executive function (mainly working memory and inhibition with emphasis on reward delay and interference control), verbal memory, reading skills, social cognition and arithmetic abilities. A cognitive characterization of adult ADHD by domains is established beyond the sole consideration of attention and executive function problems. Along with these, verbal memory, language (mainly reading), social cognition and arithmetic abilities may also contribute to a more comprehensive characterization of the cognitive profile in adult ADHD.

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The effects of distraction and a brief intervention on auditory and visual-spatial working memory in college students with attention deficit hyperactivity disorder

Cited by 7 publications

References 63 publications

The effect of medication and question wording on self‐reported symptoms and their accuracy in young adults with attention‐deficit/hyperactivity disorder

The effect of medication and question wording on self‐reported symptoms and their accuracy in young adults with attention‐deficit/hyperactivity disorder

A Systematic Review of Literatures on Factors Associated with Educational and Academic Performance in Attention Deficit Hyperactivity Disorder

Cognitive characterization of adult attention deficit hyperactivity disorder by domains: a systematic review

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