Theses and Dissertations from UMD

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New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM

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Now showing 1 - 10 of 24
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    The "Extra Layer of Things": Everyday Information Management Strategies and Unmet Needs of Moms with ADHD
    (2024) Walsh, Sheila Ann; St. Jean, Beth; Information Studies; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Mothers with ADHD need to manage their symptoms while balancing parenting responsibilities. Although technology is recommended to people with ADHD, there is limited related research in human-computer interaction (HCI). To help fill this gap, the author interviewed five mothers diagnosed with ADHD. The mothers, whose voices are largely unheard in HCI research, vividly describe their challenges managing everyday information and their attempts to adapt existing systems. The study uncovers a previously unrecognized tendency among moms with ADHD to frequently switch, and sometimes abandon, tools and systems. The study contributes to HCI by linking each finding to a design consideration. The study builds upon previous findings that neurodivergent individuals benefit from externalizing thoughts, providing new insights into how and why this occurs. These findings lay the groundwork for further HCI research and human-centered design initiatives to help parents with ADHD, and their families, thrive.
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    Library and Information Science Research and Neurodiversity: So Much Potential if We'd Just Apply Ourselves
    (2023) Hoffman, Kelly M.; Jaeger, Paul T; St. Jean, Beth; Library & Information Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Neurodivergent people consistently face less optimal outcomes than neurotypical people in education, their careers, and other areas of life. Anecdotally, personal knowledge management (PKM) is a useful tool for neurodivergent individuals. However, there is sparse research involving the information practices of neurodivergent adults in the field of library andinformation science (LIS). A survey with both close-ended and open-ended questions, partially based on Dervin's Sense-Making Methodology (Dervin, 1992, 2000), was distributed online and received over 300 self-identifying neurodivergent participants. The results indicated that neurodivergent people use PKM most heavily in the Learning, Job, and Everyday domains for the purposes of Managing Tasks and Projects, Building Knowledge, Creating, and Self-Improvement. Common PKM activities engaged included Storing Information and Using It Later, Remembering What Needs to be Done, Understanding and Ideating, and Planning and Prioritizing. The most helpful benefits of PKM that were described were Connecting Ideas, Improving Thinking, and Having Fun. Overall, key themes regarding neurodivergent individuals’ PKM usage included Reducing Stress, Memory, and Externalizing. These findings provide a foundation for a much-needed LIS research agenda exploring the PKM practices of neurodivergent adults.
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    Trajectories of Clinician Competence and Student Engagement During an Adolescent ADHD Intervention
    (2023) Sommer, Samantha Lynn; Teglasi, Hedwig; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    School-based organization, time management, and planning skills-related (OTMP) interventions have been developed to address academic and organizational difficulties students with Attention-Deficit/Hyperactivity Disorder face (ADHD), especially when entering secondary school (DuPaul et al., 2012; Evans et al., 2018; Villodas et al., 2014). For OTMP interventions to be reliably administered, interventionists must be appropriately trained to not only implement session procedures that adhere to intervention protocol, but to also adjust their responses to individual students to maintain quality interactions, which is referred to as competence (Goense et al., 2016; Perepletchikova et al., 2007). This study tested the hypothesis that the constructs, interventionist competence and student engagement, would significantly change over the course of a 16-session school-based intervention for adolescents with ADHD and academic challenges. Specific student characteristics were also expected to interact with initial levels or changes in competence and engagement over time. Using an archival dataset (N= 111) and latent growth modeling, findings revealed that neither competence nor engagement changed significantly over time. However, initial levels of both constructs significantly varied. Further conditional growth modeling found that greater ADHD symptom severity negatively contributed to competence and that internalizing symptoms contributed uniquely and positively to competence. Although interventionist competence and student engagement did not exhibit significant change over time, certain student factors were associated with the quality of interventionists responses to students and with the degree to which students remain engaged with intervention materials.
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    Sleep, Alcohol, and Cannabis Use in College Student Drinkers with and without ADHD
    (2022) Marsh, Nicholas Patrick; Chronis-Tuscano, Andrea; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Background: Heavy drinking college students are at risk for experiencing poor sleep and negative alcohol-and cannabis-related consequences. College students with attention-deficit/hyperactivity disorder (ADHD) are uniquely vulnerable to both poor sleep and negative consequences from alcohol and cannabis use. Thus, it is critical to consider relations between ADHD, sleep and alcohol-related negative consequences together in a single study. In the present study, we examined: (1) the associations among ADHD status, sleep and alcohol- and cannabis-related consequences; (2) the independent and interactive effects of sleep and ADHD on negative alcohol-related consequences. Finally, we explored the independent and interactive effects of sleep and ADHD on negative cannabis-related consequences. Method: College student drinkers with (n=51) and without (n=50) ADHD completed a 2-hour assessment that included measures of sleep quality, alcohol and cannabis use, and alcohol/cannabis-related negative consequences. Analyses utilized a series of hierarchical linear regression models to examine study aims. Results: College student drinkers with ADHD reported significantly worse sleep quality relative to non-ADHD student drinkers. Students with ADHD also experienced more negative alcohol-related consequences, relative to student drinkers without ADHD. When ADHD and sleep quality were included in the model together, ADHD—but not sleep quality—was independently associated with negative alcohol consequences, but not negative cannabis consequences. There were no moderating effects of ADHD on the associations among sleep and negative consequences resulting from either alcohol or cannabis use. Conclusion: This is the first study to examine sleep quality in college students with and without ADHD engaging in heavy drinking, as well as the first to examine the independent and interactive effects of sleep and ADHD on alcohol- and cannabis-related consequences. Results demonstrated that college drinkers with ADHD are particularly vulnerable to experiencing poor sleep and negative consequences from their alcohol and cannabis use, compared to their heavy drinking peers without ADHD. Future, larger scale studies should consider longitudinal effects as well as underlying mechanisms of risk.
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    Executive Function, Engagement, and Attention: Effects on Comprehension
    (2021) Mohan, Svetha; Bolger, Donald J; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Cognitive control/executive function (EF) and attention deficits are prevalent among students and impact comprehension performance. While EF and attention impairments are well-studied, the interaction between cognitive control/EF, attention, arousal/engagement, and comprehension has yet to be explored. Undergraduates’ ADHD symptoms, cognitive abilities, and cognitive control were assessed prior to listening to passages of varying degrees of emotional valence and responding to comprehension questions. Exploratory EEG data were also collected to examine patterns of cognitive engagement/emotional arousal. Results showed that comprehension for participants with high numbers of ADHD symptoms and/or proactive cognitive control types were influenced by the emotional valence of the context. In emotional contexts, those with high ADHD symptoms showed better comprehension overall and deep levels of processing, and those with proactive cognitive control types showed better deep processing. These findings indicate the need for further research to tease apart the interaction of EF, attention, and arousal on comprehension across different contexts.
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    PARENTS OF CHILDREN WITH ADHD: COGNITIONS, EMOTIONAL, AND BEHAVIORAL RESPONSES TO ADHD SYMPTOMS
    (2017) Salazar, Jaimeleigh Mercedes; Epstein, Norman B; Family Studies; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The present study investigated the association between the cognitions and coping related traits of parents of children with ADHD and their behavioral and emotional responses to their child’s symptoms. Current research on ADHD suggests that diagnosis of this neurodevelopment disorder is rising, and parents of children with ADHD face challenges such as increased stress, burdens of the parenting role, and potentially tense relationships with their children. However, there has been a lack of research on relations among parents’ behavioral, emotional, and cognitive responses to their children’s ADHD behaviors. This study collected primary online survey data from 100 parents of children with ADHD who were members of the national organization CHADD. Degree of child ADHD behavior, parent coping related traits, and parent negative attributions about the child were associated with parent anger, anxiety, limit-setting behaviors, and encouraging/coaching behaviors. Research and clinical implications of these findings are discussed.
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    Cortisol Reactivity and Observed Parenting among Mothers of Children with and without ADHD
    (2015) Thomas, Sharon Renee; Chronis-Tuscano, Andrea; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Parenting is a robust predictor of developmental outcomes among children with ADHD. Early parenting predicts the persistence and course of ADHD and comorbid problems above and beyond risk associated with shared genetic effects. Yet, on average, mothers of children with ADHD are less positive and more negative in their parent-child interactions compared to mothers of non-disordered children. Little is known about psychobiological markers which may be associated with individual variations in maternal parenting in families of children with ADHD. Neurobiological models of parenting suggest that maternal cortisol levels following a stressor may be positively associated with hostile and intrusive parenting; however, to date no studies have examined maternal cortisol reactivity and parenting in school-age, or clinical samples of, children. Mothers’ regulation of physiological stress responses may be particularly important for families of children with ADHD, as parenting a child with chronically challenging behaviors represents a persistent environmental stressor. The current study sought to extend the existing literature by providing an empirical examination of the relationship between maternal cortisol reactivity following two laboratory stressors and parenting among mothers of children with and without ADHD. It was hypothesized that child ADHD group would moderate the relationship between cortisol reactivity and self-reported and observed parenting. Greater total cortisol output and greater increase in cortisol during the TSST were associated with decreased positive parenting and increased negative and directive parenting, with the exception of parental involvement, which was associated with increased cortisol output during the TSST. Conversely, cortisol output during the PCI was associated with increased positive parenting, increased parental involvement, and decreased negative parenting. In contrast to the TSST, a greater decrease in cortisol during the PCI indicated more positive parenting and parental involvement. These associations were specific to mothers of children with ADHD, with the exception of maternal directiveness, which was specific to comparison mothers. Findings add to our understanding of physiological processes associated with maternal parenting and contribute to an integrative biological, psychological, and cognitive process model of parenting in families of children with ADHD.
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    The relationship of early social, mental, and behavioral experiences with adult obesity and Alcohol Use Disorder
    (2016) O'Neill, Allison Hunt; Lee, Sunmin; Epidemiology and Biostatistics; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Stressful life events early in life, including symptoms of mental disorders or childhood maltreatment, may increase risk for worse mental and physical health outcomes in adulthood. The purpose of this dissertation was to examine the effects of childhood Attention Deficit Hyperactivity Disorder (ADHD) symptoms and maltreatment experience on two adult outcomes: obesity and alcohol use disorder (AUD). Mediational effects of adolescent characteristics were explored. This dissertation used Waves I, III, and IV of the National Longitudinal Study of Adolescent to Adult Health. In Paper 1 (Chapter 3), we investigated the association between multiple types of child maltreatment and adult objective (body mass index; BMI) and subjective (self-rated) obesity, as well as mediating effects by adolescent characteristics including depressive symptoms and BMI. Results showed that after adjusting for sex, race/ethnicity, and maternal education, physical maltreatment was moderately associated with adulthood obesity as measured by BMI and self-reported obesity, while sexual maltreatment was more strongly associated with the objective measure but not the subjective measure. The indirect effects of mediation of adolescent BMI and depressive symptoms were statistically significant. In Paper 2 (Chapter 4), the objective was to examine mediation by adolescent depressive symptoms, alcohol consumption, peer alcohol consumption, and delinquency in the relationship between ADHD symptoms and adult AUD. The indirect effects of mediation of adolescent delinquency, alcohol consumption, and peer alcohol consumption were statistically significant in single and multiple mediator models. In Paper 3 (Chapter 5), the objective was to assess the joint effects of maltreatment/neglect on adult AUD. After adjusting for sex, race/ethnicity, child maltreatment, and parental AUD, ADHD symptoms were significantly associated with increased odds of AUD. There was no strong evidence of multiplicative interaction by maltreatment. This association was stronger for males than females, although the interaction term was not statistically significant. This dissertation adds to the literature by examining relationships between several major public health problems: ADHD symptoms, childhood maltreatment, AUD, depressive symptoms, and obesity. This project has implications for understanding how early life stress increases risk for later physical and mental health problems, and identifying potential intervention targets for adolescents.
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    Childhood Attention Problems and the Development of Comorbid Symptoms at the Transition to High School: The Mediating Role of Parent and Peer Relationships
    (2015) LeMoine, Kaitlyn Ashley; Chronis-Tuscano, Andrea; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Children with Attention-Deficit/Hyperactivity Disorder (ADHD) are at increased risk for the development of depression and delinquent behavior. Children and adolescents with ADHD also experience difficulty creating/maintaining high quality friendships and parent-child relationships, and these difficulties may contribute to the development of co-morbid internalizing and externalizing symptoms in adolescence. However, there is limited research examining whether high quality friendships and parent-child relationships mediate the relation between ADHD and the emergence of these co-morbid symptoms at the transition to high school. This study examines the mediating role of relationship quality in the association between ADHD and depressive symptoms/delinquent behaviors at this developmentally significant transition point. Results revealed significant indirect effects of grade 6 attention problems on grade 9 depressive symptoms through friendship quality and quality of the mother-child relationship in grade 8. Interventions targeting parent and peer relationships may be valuable for youth with ADHD to promote successful transitions to high school.
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    The Effects of Explicit Instruction with Dynamic Geometry Software for Secondary Students with ADHD/Learning Disabilities
    (2015) Toronto, Allyson Patricia; De La Paz, Susan; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The current study examined the effect of an instructional package on the ability of secondary students with mathematics difficulties to solve geometric similarity transformations. The instructional package includes a blend of research-based instructional practices including explicit instruction, the CRA sequence, and Dynamic Geometry Software. A multiple probe design across four participants was used to evaluate the intervention. The participants were four students with a history of mathematics difficulty in a suburban mid-Atlantic high school. Results of the study demonstrated that all four students improved their accuracy on geometric similarity transformations and maintained those skills four weeks after the completion of the intervention. Furthermore, providing multiple visual representations, including technology such as dynamic geometry software, as well as concrete manipulatives, allowed participants to make connections to geometric content and enhanced their metacognition, self-efficacy, and disposition toward geometry. This study supports the use of integrated instruction utilizing explicit instruction and visual representations for high school students with MD on grade-level geometry content.