A5016219745- Attention Deficit Hyperactivity Disorder
- Child and Adolescent Psychosocial and Emotional Development
- Children's Physical and Motor Development
- Resilience and Mental Health
- Autism Spectrum Disorder Research
- Educational and Psychological Assessments
- Obsessive-Compulsive Spectrum Disorders
- Emotional Intelligence and Performance
- Early Childhood Education and Development
- Family and Disability Support Research
- Reading and Literacy Development
- Eating Disorders and Behaviors
- Neurobiology of Language and Bilingualism
- Infant Development and Preterm Care
- Sexuality, Behavior, and Technology
- Cerebral Palsy and Movement Disorders
- Youth Development and Social Support
- Psychological Testing and Assessment
- Body Image and Dysmorphia Studies
- Cognitive Abilities and Testing
- Behavioral and Psychological Studies
- Language, Metaphor, and Cognition
- Personality Disorders and Psychopathology
- Genetics and Neurodevelopmental Disorders
- Educational Outcomes and Influences
University of Calgary
2016-2025
Alberta Children's Hospital
2020
Children with attention-deficit/hyperactivity disorder (ADHD) present a number of behavioural, social, and academic challenges. However, the importance understanding strengths abilities these children should not be overlooked, particularly in school environment. This brief report highlights application positive psychology to population typically portrayed negative light- ADHD. Specifically, this article provides an argument for seeking more ADHD illustrates necessity taking strengths-based...
School‐based practitioners are often called upon to provide assessment and recommendations for struggling students. These assessments open doors specialised services or interventions opportunities students build competencies in areas of need. However, these fail highlight the abilities instead focus on need remediation. The use a more positive, strengths‐based, approach working with is needed. Although strengths‐based (SBA) not new concept, it routinely incorporated into school‐based...
This study investigated the role of perceived social support in promoting emotional well-being among children with ADHD. Specifically, it examined how ADHD perceive from key individuals their lives and relationships between this aspects well-being. Main versus buffering models context preference status were also explored.Participants 55 school-age ADHD-combined or hyperactive/impulsive (ADHD-C/HI). Parent child ratings evaluated source-specific support, status, self-concept, anxiety,...
Background: The body of research directed at understanding the strengths and resilience this population is growing. Research has indicated there are for individuals with ADHD, found factors important promoting good outcomes. This study investigates positive qualities by examining children without ADHD. Methods: final sample included 56 between ages 10 17 years (ADHD: n = 38; ADHD: 18). Results: Children in both groups tended to report average levels except school functioning, where...
Chronic stressors threaten child development with risk for poor mental health, disproportionately impacting those pre-existing conditions such as attention-deficit/hyperactivity disorder (ADHD). However, associations between physical activity and health in children ADHD during prolonged stressor experiences, the pandemic, are not well understood. Parents of youth ( n = 412) 277) without 132) reported their youth's weekly levels, symptom severity subjective well-being pandemic. Bivariate...
We investigated how children solve the interpretive problem of verbal irony. Children 5 to 8 years age and a group adults were presented with ironic literal remarks in context short puppet shows. The speaker puppet's personality was manipulated as cue intent; that is, speakers described funny or serious. measured all participants' interpretations also children's eye gaze response latencies they made their interpretations. As expected, less accurate than judgments intent. Although took longer...
Psychoeducational reports are the primary means for a school psychologist to communicate results of an assessment. Although should be written in most efficient and reader-friendly manner, this is not always case. Additionally, problems report writing have remained relatively consistent several decades, despite recommendations on how improved. The focus current article provide integrated easily implemented framework improving psychoeducational based evidence broad currently available...
Objectives: Previous studies have examined the effect of parent–child relationships on conduct problems, but rarely are mother–child and father–child studied independently. The current study their connection to comorbid behaviors in children with Attention-Deficit/Hyperactivity Disorder (ADHD). More specifically, this explored relationship ADHD, an explicit focus aspects that related more positive behavioral outcomes.Methods: A sample 74 ADHD (aged 8–11 years) mothers (n = 74) fathers 37)...
A strength-based approach to childhood attention-deficit/hyperactivity disorder (ADHD) research highlights children’s positive attributes that can support their areas of difficulty. However, on perceptions a child’s is understudied. Specifically, there little examines children with ADHD, and only one known article addresses parent ADHD. As such, this study analyzed child-reported strengths in Parent were measured using the Behavioral Emotional Rating Scale—Second edition, Form Child...
The objective was to investigate whether perinatal maternal anxiety and depressive symptoms predicted child attention executive function (EF). Mothers (N = 614) reported pregnancy three-months postnatal symptoms. Attention EF were measured at two-years-of-age. Covariates demographics, alcohol use, mood disorder history, factors. Higher prenatal anxiety, b(SE) =.020(.005), p<.001, symptoms, =.009(.004), p=.04, poorer attention. A prenatal-by-postnatal symptom interaction emerged, −.005(.003),...
Resilience factors and their relation to emotional intelligence (EI) as a potential strength for children with attention-deficit/hyperactivity disorder (ADHD) or high-functioning autism spectrum (HFASD) were investigated. Children either ADHD HFASD hypothesized demonstrate reduced EI differential relations between resilience compared typically developing (TD) children. Fifty-four aged 8-12 years (18 ADHD, 18 HFASD, TD controls) completed the Scales Adolescents BarOn Emotional Quotient...
Given the increasing identification of children with emotional/behavioral disorders (EBD), it is imperative that innovative ways addressing these concerns are explored. Fewer than half students identified mental illness receive treatment, leaving a significant proportion to cope without support. One option for children’s access health service looks at incorporating treatment programs into educational systems, thereby allowing more greater variety service. However, necessary ensure...
The purpose of this study was to examine trait and ability emotional intelligence (EI) in children with ADHD.Forty-one ADHD (9-11 years) completed two measures EI-the Bar-On Emotional Quotient Inventory: Youth Version-short form (EQi:YV-Brief) the Mayer-Salovey-Caruso Intelligence Test, Research Version (MSCEIT-YRV).Children did not differ on total EI scores from normative data either or measures. However, they scored above group norms MSCEIT-YRV subscale Managing Emotions lower...