Grant Proposal – Proposed Study, Budget, and Draft Grant Proposal

05/28/2017

The specific aims

The ability of learners/ pupils to maintain attention to task and filter out their environmental distractions is critical to their success. Many parents and teachers have had kids and adolescents who have difficulties in controlling their bodies, maintain attention or regulate emotions. Such students suffer from a neuropsychological disorder called Attention Deficit/Hyperactivity Disorder (ADHD). ADHD is defined by the National Institute of Mental Health (NIMH) as a disorder that makes it difficult for an individual to pay attention or control impulsive behavior. Such a person may be restless and almost constantly active (NIMH). Students living ADHD experience a kind of built-in behavioral frustration much of the time and often their thoughts are racing faster than their bodies can keep up (Flewelling, 2016).

Studies have shown that students with ADHD are of average to above average intelligence. However, these students do not face identical challenges nor do they exhibit similar ability and strategies to overcome their challenges. According to (Croft, 2016), ADHD is a neuropsychological disorder whose symptoms are poor school performance which is mainly contributed by the inattention and impulsivity. These two factors make the complying with the parental request and succeeding in school more difficult for such children.

The specific aim of the study is to investigate the effect of Attention-Deficit/Hyperactivity Disorder (ADHD) among adolescents cognitive performance. The cognitive executive performance will be measured by the ability of the students to complete a certain task within the stipulated time. Also, cognitive performance can be assessed by an instrument under “Executive functions” such as planning, memory, working, inhibition, mental flexibility, initiation and monitoring action (Chan et al., 2008). The study adopts Neurophysiology basis of developmental disorders using behavioral, psychophysical, the electrophysiological and fMRI approaches.

Annotated Bibliography

Chan, R. C., Shum, D., Toulopoulou, T., & Chen, E. Y. (2008). Assessment of executive

functions: Review of instruments and identification of critical issues. Clinical Neuropyschology , 23 (2).

This source is a very critical instrument in the study, it focuses on the study dysexecutive syndrome and its corresponding rehabilitation. From the source, the study deduces executive function tests from Luria’s theory, Stuss and Benson's tripartite model, Duncan's goal-neglect theory, Goldman-Rakic's working memory model, Damasio's somatic marker hypothesis. These are key in the study of ADHD in relation to cognitive function executive performance.

Flewelling, J. (2016, April 5). How Does ADHD in children Impact Academic perfomance?

Executive Function Strategies .

The article is a critical source for the study since it contains the classroom perceptive of the behavior of the students with ADHD. The study is based on the hypotheses that students or the adolescents living with ADHD perform relatively lower than their peers in academic and other cognitive fields. The important information garnered from this article confirms the hypothesis.

Pelham, W. E., Carlson, C., Sams, S. E., Vallano, G., Dixon, M. J., & Hoza, B. (1993). Separate