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The Impact of Motivation on Sustained Attention in Very Preterm and Term-Born Children: An ERP Study
Peer reviewed
Direct linkJenny Retzler; Madeleine J. Groom; Samantha Johnson; Lucy Cragg – Journal of Attention Disorders, 2025
Objective: To compare the effect of motivational features on sustained attention in children born very preterm and at term. Method: EEG was recorded while 34 8-to-11-year-old children born very preterm and 34 term-born peers completed two variants of a cued continuous performance task (CPT-AX); a standard CPT-AX with basic shape stimuli, and…
Descriptors: Attention, Motivation, Children, Preadolescents
Joseph W. Fredrick; Kerensa Nagle; Joshua M. Langberg; Melissa R. Dvorsky; Rosanna Breaux; Stephen P. Becker – Grantee Submission, 2024
The current prospective longitudinal study evaluated brooding rumination as an intervening mechanism of the association between COVID-19-related stress and internalizing symptoms during the first year of the pandemic. Attention-deficit/hyperactivity disorder (ADHD) status and adolescent sex were tested as moderators of the indirect effect.…
Descriptors: Adolescents, COVID-19, Pandemics, Anxiety
Jennifer C. Bullen; Sandy L. Birkeneder; Matthew C. Zajic; Lindsay Swain Lerro; Nancy McIntyre; Nicole Sparapani; Peter Mundy – Autism: The International Journal of Research and Practice, 2025
A recent study suggests that parent report on the Social Symptom and Prosocial scales of the Childhood Joint Attention Rating Scale provides useful information about differences in the social development of school-aged autistic children. The current study provides additional psychometric data on the Childhood Joint Attention Rating Scale regarding…
Descriptors: Autism Spectrum Disorders, Social Development, Child Development, Children
Pevitr S. Bansal; Jocelyn I. Meza; Sara Chung; Laura N. Henry; Melissa R. Dvorsky; Lauren M. Haack; Elizabeth B. Owens; Linda J. Pfiffner – School Mental Health, 2025
The daily report card (DRC) is a commonly used behavioral intervention in which teachers rate child performance on target goals and parents provide home rewards based on the child's performance. The current study investigated associations between child externalizing problems, empathy, and specific components of the DRC: (1) types of DRC goals that…
Descriptors: Behavior Modification, Reports, Behavior Problems, Student Behavior
Heather A. Jones; Stephanie A. Wilson; Amanda M. Parks; Alfonso L. Floyd Jr.; Annie E. Rabinovitch; Chantelle C. Miller – Journal of Attention Disorders, 2025
Introduction: Parents of children with attention-deficit/hyperactivity disorder (ADHD) endorse increased parenting stress and lower levels of parenting efficacy and satisfaction as compared to parents of children without ADHD. Additionally, maternal ADHD and depression differentiate children with and without ADHD, with children with ADHD being…
Descriptors: Mothers, African Americans, Children, Attention Deficit Hyperactivity Disorder
Kristina Jelinkova; Emma Charabin; Courtney Miller; Emma A. Climie – Journal of Attention Disorders, 2024
Objective: ADHD is subject to stigma from the general population. Exposure to stigma poses the risk of developing self-stigma of youth and parents, but few studies have focused on self-stigma of ADHD. Furthermore, parental factors have been implicated in self-stigma of youth, but no previous research has assessed the association between…
Descriptors: Self Concept, Parent Child Relationship, Attention Deficit Hyperactivity Disorder, Children
