This assignment can Only be completed using a prev assignment. Week4 instructions ATTACHED . Week2 assignment (Attention Deficit) ATTACHED . Tips for Week4 Thesis from my Pr

This assignment can Only be completed using a prev assignment.

Week4 instructions ATTACHED .

Week2 assignment (Attention Deficit) ATTACHED .

Tips for Week4 Thesis from my Professor ATTACHED .

Week 4 – Assignment

Due Jan 30 by 1:59am Points 8 Submitting an external tool

Thesis Statement for the Integrative Literature Review In this assignment, you will create the thesis statement for your Final Assignment. The thesis is the statement of your perspectives on the literature. It should also include the rationale and relevant empirical and theoretical background supporting your perspectives. The primary objective of this assignment is to outline specific areas of inquiry you intend to answer in the course of the Integrative Literature Review. Although they may change during the course of the review, articulating these areas of inquiry early will help provide focus and direction for your research.

Begin by introducing the areas of inquiry to be included in your Integrative Literature Review. Explain your perspective on the literature and include how you arrived at this viewpoint, how the literature you have chosen to include supports this viewpoint, and why this perspective is relevant to the field of psychology.

Based on your introduction, briefly discuss the literature you have chosen by integrating concepts developed from your four different content domains. Be sure to utilize at least one peer-reviewed source per domain. Construct clear and concise arguments using evidence-based psychological concepts and theories to support your perspectives regarding the literature.

To conclude your assignment, identify any overarching implications shown in the studies and describe how these influenced your perspectives on the literature.

The Integrative Literature Review: Thesis Statement Must be two to three double-spaced pages in length (not including title and reference pages) and formatted according to APA style as outlined in the UAGC Writing Center.

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Must include a separate title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted

Must begin with an introductory paragraph that has a succinct thesis statement. Must address the topic of the paper with critical thought. Must end with a conclusion that reaffirms your thesis. Must use at least four peer-reviewed sources (one source per domain). Must document all sources in APA style as outlined in the UAGC Writing Center. Must include a separate reference list that is formatted according to APA style as outlined in the UAGC Writing Center.

Carefully review the Grading Rubric (http://ashford.waypointoutcomes.com/assessment/20865/preview) for the criteria that will be used to evaluate your assignment.

Waypoint Assignment Submission

The assignments in this course will be submitted to Waypoint. Please refer to the instructions below to submit your assignment.

1. Click on the Assignment Submission button below. The Waypoint "Student Dashboard" will open in a new browser window.

2. Browse for your assignment. 3. Click Upload. 4. Confirm that your assignment was successfully submitted by viewing the appropriate

week's assignment tab in Waypoint.

For more detailed instructions, refer to the Waypoint Tutorial (https://content.bridgepointeducation.com/curriculum/file/dc358708-3d2b-41a6-a000- ff53b3cc3794/1/Waypoint%20Tutorial.pdf) .

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Attention Deficit Hyperactivity Disorder

Tyisha Williams-Cross

Dr. Mary Hoke

University of Arizona Global Campus

PSY 699

01/16/24

Attention Deficit Hyperactivity Disorder

In this paper, I will dwell on the multi-faceted world od ADHD and analyze it as an Attention Deficit Hyperactivity Disorder. ADHD is a neurodevelopmental disorder involving persistent behavior patterns of inattention, hyperactivity and impulsivity affecting all age groups. The interrogation of this theme will be dealt with in four separate psychology fields, each revealing various aspects of ADHD. The Neurobiological Psychology domain will explore the neurological and biological mechanisms of ADHD, deciphering the complex interplay between brain structure, neurotransmitter functions, and genetics. In the Psychosocial Psychology area, I will consider psychosocial factors such as family dynamics, socio-economic environments and environmental stresses that affect ADHD patients. In relation to Educational Psychology, attention would be drawn on the impact of ADHD on learning with consideration for academic performance and classroom behavior plus strategically reliable solutions in school environment. Finally, the Cognitive Psychology domain will discuss cognitive ADHD regarding attentional processes; executive functions and information processing. Given these psychology frameworks, this course project seeks to offer a detailed account of ADHD and establish the groundwork for further analysis in Week Six’s final activity.

Neurobiological Psychology

Faraone, S. V., & Radonjić, N. V. (2023). Neurobiology of attention deficit hyperactivity disorder. Tasman’s Psychiatry, 1-28. https://doi.org/10.1007/978-3-030-42825-9_33-1

Nigg, J. T., Karalunas, S. L., Feczko, E., & Fair, D. A. (2020). Toward a revised nosology for attention-deficit/hyperactivity disorder heterogeneity. Biological Psychiatry: Cognitive Neuroscience and Neuroimaging, 5(8), 726-737. https://doi.org/10.1016/j.bpsc.2020.02.005

Kabukcu, C., Başay, B. K., & Başay, Ö. (2021). Primary dysmenorrhea in adolescents: Association with attention deficit hyperactivity disorder and psychological symptoms. Taiwanese Journal of Obstetrics and Gynecology, 60(2), 311-317. https://doi.org/10.1016/j.tjog.2021.01.033

Champ, R. E., Adamou, M., & Tolchard, B. (2021). The impact of psychological theory on the treatment of Attention Deficit Hyperactivity Disorder (ADHD) in adults: A scoping review. Plos one, 16(12), e0261247. https://doi.org/10.1371/journal.pone.0261247

Miranda, P., Cox, C. D., Alexander, M., Danev, S., & Lakey, J. R. (2020). In quest of pathognomonic/endophenotypic markers of Attention Deficit Hyperactivity Disorder (ADHD): Potential of EEG-based frequency analysis and ERPs to better detect, prevent and manage ADHD. Medical Devices: Evidence and Research, 115-137. https://doi.org/10.2147/MDER.S241205

Swanson, J. M., Rommelse, N., Cotton, J., Sonuga-Barke, E. J., Jensen, P. S., & Castellanos, F. X. (2022). Attention-deficit hyperactivity disorder. In Neuroscience in the 21st Century: From Basic to Clinical (pp. 4459-4495). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-88832-9_169

The Neurobiological Psychology domain focuses on the complex relationship between biological and neurophysiologic factors associated with ADHD. The selected references in this area jointly represent a holistic view of the neurobiological basis for ADHD. Champ et al. (2021)’s scoping review considers the role of psychological theory for ADHD treatment in adults, providing an overview with respect to broader prescriptions handling approaches. In this regard, Faraone & Radonjić (2023) promote the understanding of neurobiology associated with ADHD that is much-discussed in Tasman’s Psychiatry. Therefore, Kabukcu et al. (2021) add a distinct perspective to the field by assessing the relationship between primary dysmenorrhea in adolescents and ADHD when investigating comorbidities of this disorder; they also broaden attention on possible co-morbidity manifestations. The work by Miranda et al. (2020) examines possible pathognomonic markers of ADHD in EEG-based frequency analysis and ERPs focusing on objective measures for detection and management. The contribution of Nigg et al.’s (2020) study to the ongoing debate around ADHD heterogeneity is a revised nosology that suggests further nuances. Swanson et al. (2021) provide in their chapter of “Neuroscience in the 21st Century” a general overview of ADHD by discussing neurobiological aspects and putting those into larger contexts for different areas among modern neurosciences. Taken together, these citations provide a myriad of approaches toward the neurobiological understanding of ADHD as background for more profound exploration.

Psychosocial Psychology

Adamou, M., Fullen, T., Galab, N., Mackintosh, I., Abbott, K., Lowe, D., & Smith, C. (2020). Psychological effects of the COVID-19 imposed lockdown on adults with attention deficit/hyperactivity disorder: cross-sectional survey study. JMIR formative research, 4(12), e24430. https://doi.org/10.2196/24430

Eskander, N. (2020). The psychosocial outcome of conduct and oppositional defiant disorder in children with attention deficit hyperactivity disorder. Cureus, 12(8). DOI: 10.7759/cureus.9521

Fabiano, G. A., Schatz, N. K., Aloe, A. M., Pelham Jr, W. E., Smyth, A. C., Zhao, X., … & Coxe, S. (2021). Comprehensive meta-analysis of attention-deficit/hyperactivity disorder psychosocial treatments investigated within between group studies. Review of educational research, 91(5), 718-760. https://doi.org/10.3102/00346543211025092

Schatz, N. K., Aloe, A. M., Fabiano, G. A., Pelham Jr, W. E., Smyth, A., Zhao, X., … & Altszuler, A. R. (2020). Psychosocial interventions for attention-deficit/hyperactivity disorder: Systematic review with evidence and gap maps. Journal of Developmental & Behavioral Pediatrics, 41, S77-S87. DOI: 10.1097/DBP.0000000000000778

Tourjman, V., Louis-Nascan, G., Ahmed, G., DuBow, A., Côté, H., Daly, N., … & Sadek, J. (2022). Psychosocial interventions for attention deficit/hyperactivity disorder: a systematic review and meta-analysis by the CADDRA guidelines work GROUP. Brain sciences, 12(8), 1023. https://doi.org/10.3390/brainsci12081023

Yousef, A. M., Sehlo, M. G., & Mohamed, A. E. (2021). The negative psychological impact of COVID-19 pandemic on mothers of children with attention deficit hyperactivity disorder (ADHD): a cross-section study. Middle East Current Psychiatry, 28(1), 1-15. https://doi.org/10.1186/s43045-021-00139-z

Within Psychosocial Psychology, the chosen references work together to provide a more in-depth view of the psychosocial phenomena between ADHD. The study by Adamou et al. (2020) is a cross-sectional survey conducted during the COVID-19 lockdown, providing insights into various psychosocial issues that adult ADHD individuals face in such circumstances and offering contextual data on these factors’ effects Eskander (2020) adds to the discussion by discussing psychosocial outcomes of conduct and ODD in children with ADHD, implying their relationship. Fabiano et al.’s (2021) psychosocial treatments for ADHD consolidate the findings of numerous studies into one central viewpoint about different interventions and their effectiveness. In light of Schatz et al. 2020 systematic review and evidence maps, the current picture regarding psychosocial interventions for ADHD is inspired by revealing research deficits. The systematic review and meta-analysis performed by Tourjman et al. (2020) are consistent with CADDRA recommendations, thus demonstrating the utility of a powerful summary for psychosocial interventions Finally, Yousef et al. (2021) study addresses some psychosocial impacts of mothers who mother ADHD suffering children during the COVID- 19 pandemic These collectively point to a coherent narrative that acknowledges the intricacy in psychosocial factors and ADHD such that it supports holistic interventions as well supportive systems.

Educational Psychology

DuPaul, G. J., Evans, S. W., Owens, J. S., Cleminshaw, C. L., Kipperman, K., Fu, Q., & Benson, K. (2021). School-based intervention for adolescents with attention-deficit/hyperactivity disorder: Effects on academic functioning. Journal of School Psychology, 87, 48-63. https://doi.org/10.1016/j.jsp.2021.07.001

Hustus, C. L., Evans, S. W., Owens, J. S., Benson, K., Hetrick, A. A., Kipperman, K., & DuPaul, G. J. (2020). An evaluation of 504 and individualized education programs for high school students with attention deficit hyperactivity disorder. School Psychology Review, 49(3), 333-345. https://doi.org/10.1080/2372966X.2020.1777830

Lawrence, D., Houghton, S., Dawson, V., Sawyer, M., & Carroll, A. (2021). Trajectories of academic achievement for students with attention‐deficit/hyperactivity disorder. British Journal of Educational Psychology, 91(2), 755-774. https://doi.org/10.1111/bjep.12392

Lovett, B. J., & Nelson, J. M. (2021). Systematic review: Educational accommodations for children and adolescents with attention-deficit/hyperactivity disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 60(4), 448-457. https://doi.org/10.1016/j.jaac.2020.07.891

Maya Beristain, C., & Wiener, J. (2020). Finding true friendships: The friendship experiences of adolescents with attention-deficit/hyperactivity disorder. Canadian Journal of School Psychology, 35(4), 280-298. https://doi.org/10.1177/0829573520931679

Zikra Faiz, D., Iqbal, T., Azeem, A., Siddique, M., & Warraich, W. Y. (2021). A Comparative Study between Online and Traditional Counseling for Students with Attention Deficit Hyperactivity Disorder (ADHD): School Psychologists Perspective in the Obsequies of Pandemic COVID-19. Linguist. Antverp, 3, 5763-5777.

A comprehensive view of ADHD related to academic challenges and interventions in the Educational Psychology domain is provided by all references combined. An intervention study on adolescents designed by DuPaul et al. (2018) reveals the effects of particular interventions to academic achievement, shedding important insights into practices used in implementation within school’s settings. The analysis of specialized educational accommodations is further enhanced with the multidimensional assessment by Hustus et al. (2020) which describes 504 plans and Individualized Education Programs for high school students diagnosed ADHD in terms of support design concepts to highlight a variety recommendation. The longitudinal nature of Lawrence et al. (2021), understanding the academic trajectories for ADHD students illuminates how these challenges differ in time The review by Lovett & Nelson (2021) discusses ADHD accommodations in education for children and adolescents, providing evidence-based practices. Beristain & Wiener (2020) consider friendship life of ADHD students in school literature, analyzing social and emotional aspects. Latterly, the research by Faiz et al. The above references collectively present a comprehensive picture encompassing the intricacies in ADHD-academic life relationships as well as upon which intervention measures to be formulated within school contexts can elaborate.

Cognitive Psychology

Gabriely, R., Tarrasch, R., Velicki, M., & Ovadia-Blechman, Z. (2020). The influence of mindfulness meditation on inattention and physiological markers of stress on students with learning disabilities and/or attention deficit hyperactivity disorder. Research in developmental disabilities, 100, 103630. https://doi.org/10.1016/j.ridd.2020.103630

Huang-Pollock, C., Ratcliff, R., McKoon, G., Roule, A., Warner, T., Feldman, J., & Wise, S. (2020). A diffusion model analysis of sustained attention in children with attention deficit hyperactivity disorder. Neuropsychology, 34(6), 641. https://psycnet.apa.org/doi/10.1037/neu0000636

Nejati, V., Fallah, F., & Raskin, S. (2023). Inhibitory control training improves attention deficit-hyperactivity disorder symptoms and externalizing behavior. Clinical child psychology and psychiatry, 28(3), 909-923. https://doi.org/10.1177/13591045221144356

Shams, A., Eslami Nosratabadi, M., Sangari, M., & Mirmoezzi, M. (2021). Effect of Cognitive Rehabilitation Combined With Physi-cal Exercise on Sustained, Selective, and Alternating attention in School-aged Girls Attention-Deficit/Hyperactivity Disorder. Ira-nian Journal of Psychiatry and Clinical Psychology. 2021; 27 (3): 276-287. http://dx.doi.org/10.32598/ijpcp.27.3.3342.1

Wexler, B. E., Vitulano, L. A., Moore, C., Katsovich, L., Smith, S. D., Rush, C., … & Leckman, J. F. (2021). An integrated program of computer-presented and physical cognitive training exercises for children with attention-deficit/hyperactivity disorder. Psychological medicine, 51(9), 1524-1535. doi:10.1017/S0033291720000288

The references within the Cognitive Psychology domain together provide an in-depth understanding of cognitive dimensions ADHD Attention Deficit Hyperactivity Disorder and interventions on its cognitive aspects. Gabriely et al. (2020) shed a light on mindfulness meditation as a beneficial way to reduce inattention and stress for students with learning disabilities or ADHD that can prove an alternative approach of mitigating such issues and symptoms among them. Through an analysis of their diffusion model, the subtle dynamics of attention that sustain in children with ADHD are revealed by Huang-Pollock et al. (2020), providing important cognitive information about attentional processes. Such cognitive interventions are highlighted by Nejati et al. (2023), focusing on Inhibitory Control Training, implying that it is possible to improve the ADHD symptoms and externalizing behavior Nigg et al. (2020) take a step towards developing an updated nosology with their work on the cognitive heterogeneity of ADHD that argues for greater sophistication in understanding ADHD. Shams et al. (2021) studied the combined effect of cognitive rehabilitation and physical exercise, which further revealed on complicated interaction between improvements in attention made in one age group with girls affected by ADHD . Finally, Wexler et al.’s (2021) integrate modality of computer-presented and physical cognitive training exercises reflects a multi-modality program for the intervention that prevents ADHD disorder in children. These references can serve as a coherent story, highlighting the cognitive basis of ADHD and giving an insight into various types of cognitive interventions for treating this complex condition.

References

Eskander, N. (2020). The psychosocial outcome of conduct and oppositional defiant disorder in children with attention deficit hyperactivity disorder. Cureus, 12(8). DOI: 10.7759/cureus.9521

Faraone, S. V., & Radonjić, N. V. (2023). Neurobiology of attention deficit hyperactivity disorder. Tasman’s Psychiatry, 1-28. https://doi.org/10.1007/978-3-030-42825-9_33-1

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