Background and Significance Sections of the Grant Proposal

Running Head: GRANT PROPOSAL 1

GRANT PROPOSAL – TOPIC, SPECIFIC AIMS AND BIBLIOGRAPHY 4

ADHD effects on adolescent’s Cognitive Performance

PSY 625 Biological Bases of Behavior

April 7. 2018

Specific aims

When our children can do basic things without thinking about it, we tend to take it for granted. There are some students that are not able maintain their attention at a required tusk, they are easily distracted due to Attention Deficit/Hyperactivity Disorder (ADHD). To succeed not only in academic but also in life goals it is essential that learners/ pupils are able to maintain attention to task and filter out their environmental distractions. So, many parents are not well informed about ADHD that mostly they opt for medication in fear of their children`s future they will take what ever option is available at the moment. There is concern that given medication to children as young as three may also create drug addiction problem. (Chan et al., 2008).

When it comes to intelligence levels studies indicate that children with Attention Deficit/Hyperactivity Disorder are usually average or slightly above the average. However, these students do not face the same challenges, and they all have different ways on how they deal with the challenges they encounter. The problems are not identical and, nor do they exhibit similar ability and strategies to overcome them . (Croft, 2016). This neuropsychological disorder known as Attention Deficit/Hyperactivity Disorder heavily affects student’s performance and most of its symptoms are attributed to inattention and impulsivity. These factors not only that they make learning hard but also complying with parents requests difficult for children with ADHD. (Flewelling, J. 2016)

In this study we aim to investigate and understand the effects of Attention-Deficit/Hyperactivity Disorder (ADHD) among adolescent’s cognitive performance by measuring their ability to finish a given task within the stipulated time. “Cognitive performance can also be assessed by an instrument under Executive functions such as planning, memory, working, inhibition, mental flexibility, initiation and monitoring action” (Chan et al., 2008).

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

and combined effects of methylphenidate and behavior modification on boys with attention deficit-hyperactivity disorder in the classroom. Journal of Consulting and Clinical Psychology, 61(3), 506-515. http://dx.doi.org/10.1037/0022-006X.61.3.506

This source is a research paper derived from the journal of consulting clinical psychology. It is important and most relevant to the study since it studies a medical solution to the individuals with ADHD. Further, the paper attempts to study the behavior modification effect of the methylphenidate drugs on curing ADHD on separate and combined for both boys and girls on classroom behavior and performance.

Robinson, A., Simpson, C., & Hott, a. B. (2017). The Effects of Child-Centered Play Therapy on

the Behavioral Performance of Three First Grade Students With ADHD. http://eds.a.ebscohost.com.proxylibrary.ashford.edu/eds/pdfviewer/pdfviewer?vid=2&sid=b9bf9475-db57-4bff-84e1-41e2182aa845%40sessionmgr4006

The article explains the study conducted on the first-grade pupils struggling with ADHD

and behavioral performance play therapy. Using large survey sample this study findings confirmed similar studies that were previously done. This article will give a balanced view of this comparative study on the effect of the ADHD on the cognitive performance among he youths.

Soncin, S., Brien, D. C., Coe, B. C., Marin, A., & Munoz, D. P. (2016). Contrasting emotion

processing and executive functioning in attention-deficit/hyperactivity disorder and bipolar disorder. Behavioral Neuroscience, 130(5), 531–543. Retrieved from http://eds.b.ebscohost.com.proxylibrary.ashford.edu/eds/pdfviewer/pdfviewer?vid=4&sid=ca513d16-ca0d-4855-b43e-f942ceff8995%40pdc-v-

Attention-deficit/hyperactivity disorder (ADHD) is a developmental disorder associated with executive dysfunction and response inhibition; bipolar disorder (BD) presents later in life, and is characterized by dysfunctional emotion regulation and processing. This article compares executive functioning in ADHD and BD in behavioral neuroscience, in so doing it becomes a relevant source in comparative of dysexecutive disorder that affect cognitive performance.

Weyandt, L. L., Oster, D. R., Gudmundsdottir, B. G., DuPaul, G. J., & Anastopoulos, A. D. (2017). Retrieved from Ashford library http://eds.b.ebscohost.com.proxy-library.ashford.edu/eds/detail/detail?vid=1&sid=ca513d16-ca0d-4855-b43e.

Neuropsychological functioning in college students with and without ADHD. Neuropsychology, 31(2), 160–172. http://dx.doi.org/10.1037/neu0000326

In this article, Drs. Lisa Weyandt, Arthur Anastopoulos, and George DuPaul discuss the differences in executive functioning in college students with and without ADHD. The authors use a medical approach on treatment of ADHD forming a very critical instrument to gather information of treatment of ADHD from.