Award Date

8-1-2020

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Psychology & Higher Education

First Committee Member

Scott Loe

Second Committee Member

Alice Corkill

Third Committee Member

CarolAnne Kardash

Fourth Committee Member

Daniel Allen

Number of Pages

99

Abstract

Current research into ADHD and Cattell-Horn-Carroll (CHC) factor scores has been examined (Rowland, 2013; Sjöwall, Roth, Lindqvist, & Thorell, 2013), but few studies have evaluated the discrepancies in CHC factor scores of students diagnosed with ADHD compared to healthy controls using the updated Woodcock-Johnson ® IV (WJ IV™) three-battery configuration. With little research on the WJ-IV three-battery configuration, this study expands on the limited research into the discrepancies among students with ADHD compared to healthy controls using CHC factor scores.

Subjects for this study were obtained from 12 schools in a large urban district in northwestern Arizona and standardization data that was obtained from the Woodcock-Johnson® IV (WJ IV™). The district has twelve school sites with a total of 7,223 students. Class sizes average 22 students with 380 certified teachers, four full time school psychologists, and two full time school psychology interns. The ADHD group data came from students referred for a re evaluation with an educational eligibility of Other Health Impairment and a diagnosis of ADHD to determine re-eligibility of special education services as required by Individuals with Disability Education Act (IDEA) and the control data came from the Woodcock-Johnson® IV standardized data. Subjects for the ADHD group included 31 students diagnosed with ADHD. The healthy control included 31 students with no clinical diagnosis derived from the standardized data supplied by the ‘Woodcock Institute for the Advancement of Neurocognitive Research and Applied Practice’, used by permission of the publisher, Riverside Assessments, LLC. The primary basis used to form the control group for the study is age. Additional criteria used included gender, ethnicity, and general intellectual ability (GIA) scores.

Results indicated there were significant differences in performance among groups for two of the ten CHC factors. Compared to the healthy control group, the ADHD group displayed relative weaknesses in auditory processing and long-term retrieval which could ultimately impact student success within the general education setting. These findings indicate that students with ADHD have difficulty with hearing information presented orally and storing, consolidating, and retrieving prior information learned.

Keywords

Academics; Attention-Deficit Hyperactivity Disorder; Cognition

Disciplines

Educational Psychology

File Format

pdf

File Size

1100 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

Available for download on Sunday, August 15, 2021


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