Date of Submission
Doctor of Psychology (PsyD)
Robert A DiTomasso, PhD, ABPP
The current study examined teacher ratings of the executive capacities of child and adolescent groups of ADHD-diagnosed students and matched controls. Teacher ratings of each clinical group were compared with the teacher ratings of a group of matched nonclinical peers, then the teacher ratings of the child and the adolescent clinical groups were compared. The data for both clinical groups and their respective matched control groups were part of the data collected during the standardization of the McCloskey Executive Functions Scale – Teacher Report Form (MEFS-TR). It was hypothesized that when compared to their matched control groups, teacher ratings of the ADHD-diagnosed child group would reflect a greater number of executive capacity deficits within the Academic Arena of Involvement than the Self/Social Arena of Involvement. Results supported to some degree the hypotheses; for many aspects of executive control, significantly larger percentages of ADHD-diagnosed students than matched controls were rated as having more deficits within the Academic Arena than within the Self/Social Arena and significantly larger percentages of ADHD-diagnosed children than matched controls were rated as having more deficits within the Self/Social Arena and within the Academic Arena than ADHD-diagnosed adolescents.
Inglese, Jenna, "Comparison of the Executive Function Profiles of Child and Adolescent Groups Diagnosed with ADHD and Matched Controls" (2019). PCOM Psychology Dissertations. 529.