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- Member of: ASU Electronic Theses and Dissertations
Description
Smoking remains the leading cause of preventable death in the United States, and early initiation is associated with greater difficulty quitting. Among adolescent smokers, those with attention-deficit hyperactivity disorder (ADHD), characterized by difficulties associated with impulsivity, hyperactivity, and inattention, smoke at nearly twice the rate of their peers. Although cigarette smoking is highly addictive, nicotine is a relatively weak primary reinforcer, spurring research on other potential targets that may maintain smoking, including the potential benefits of nicotine on attention, inhibition, and reinforcer efficacy. The present study employs the most prevalent rodent model of ADHD, the spontaneously hypertensive rat (SHR) and its control comparison Wistar Kyoto (WKY) to examine the effects of acute and chronic subcutaneous nicotine injections on performance in three operant response inhibition paradigms. Functional activation in select regions of the prefrontal cortex and striatum was also explored. Acute (0.1, 0.3, 0.6 mg/kg) and chronic (0.3 mg/kg) nicotine increased impulsive responding regardless of strain, dose, or operant schedule. Dose-dependent decreases in latency to initiate the task were also observed. SHR receiving daily nicotine injections showed less activation in the nucleus accumbens shell compared to saline controls. Despite close similarities, one of the three operant tasks did not detect response inhibition deficits in SHR relative to WKY. A closer examination of these tasks may highlight critical components involved in the amelioration of response inhibition deficits.
ContributorsMazur, Gabriel Joseph (Author) / Sanabria, Federico (Thesis advisor) / Killeen, Peter R (Committee member) / Neisewander, Janet L (Committee member) / Wynne, Clive DL (Committee member) / Arizona State University (Publisher)
Created2014
Description
ADHD is a childhood neurobehavioral disorder characterized by inordinate levels of hyperactivity, inattention and impulsivity. The inability to withhold a reinforced response, or response inhibition capacity (RIC), is one aspect of impulsivity associated with ADHD. The first goal of this dissertation was to evaluate the fixed minimum interval (FMI) schedule as a method for assessing RIC. Chapter 2 showed that latencies were substantially more sensitive than FMI-derived estimates of RIC to the effects of pre-feeding and changes in rate and magnitude of reinforcement. Chapter 3 examined the ability of the FMI to discriminate between spontaneously hypertensive rats (SHR), an animal model of ADHD, and Wistar Kyoto (WKY) controls. Results from Chapter 3 showed that RIC was not substantially different between SHR and WKY rats. However, latencies were significantly shorter for SHRs than for WKYs suggesting incentive motivation differed between strains. The second goal of this dissertation was to examine the sensitivity of the SHR to nicotine. ADHD is a risk factor for tobacco dependence. The goal of Chapters 4 and 5 was to determine whether the SHR provided a model of ADHD-related tobacco sensitivity. Chapter 4 examined nicotine's locomotor and rewarding effects in adolescent SHRs using the conditioned place preference (CPP) procedure. SHRs developed CPP to the highest nicotine dose tested and were sensitive to nicotine's locomotor-enhancing properties. WKY controls did not develop CPP to any nicotine dose tested and were not sensitive to nicotine's locomotor properties. However, it is likely that nicotine effects were obscured by a pseudo-conditioning to saline in WKYs. Chapter 5 demonstrated that SHRs were more active than WKYs in the open-field but not in the Rotorat apparatus. Results also showed that SHRs and WKYs were both sensitive to nicotine's locomotor sensitizing effects. However, WKYs were more sensitive than SHRs to nicotine's locomotor suppressing effects. Collectively, results from Chapters 4 and 5 show that SHRs are sensitive to the rewarding and locomotor-enhancing properties of nicotine. However, more research is necessary to confirm that SHRs are a suitable model for studying ADHD-related tobacco use.
ContributorsWatterson, Elizabeth (Author) / Sanabria, Federico (Thesis advisor) / Olive, Foster (Thesis advisor) / Chassin, Laurie (Committee member) / Neisewander, Janet (Committee member) / Arizona State University (Publisher)
Created2015
Description
According to my 2016 survey of ASU undergraduate students, 33% have used stimulant medications (e.g. Adderall or Ritalin) without a prescription to study. I view this practice as a step towards cognitive enhancement, which is the deliberate application of biotechnology to radically alter the human condition. From a foresight perspective, the ability to actively improve human beings, to take our evolutionary destiny into our own hands, may be a turning point on par with agriculture or the use of fossil fuels. The existential risks, however, may be greater than the benefits—and many of the most radical technologies have made little documented progress.
I turn to an actual example where people are trying to make themselves marginally better at academic tasks, as a guide to how future transformative development in human enhancement may be incorporated into everyday practice. This project examines the history and context that led to the widespread use of stimulant medication on college campuses. I describe how Attention Deficit Hyperactivity Disorder (ADHD), for which stimulant medication is prescribed and diverted, governs students, negotiates relationships between parents and school authorities, and manages anxieties resulting from a competitive neoliberal educational system. I extend this archeology of ADHD through the actions and ethical beliefs of college students, and the bioethical arguments for and against human enhancement. Through this work, I open a new space for an expanded role for universities as institutions capable of creating experimental communities supporting ethical cognitive enhancement.
I turn to an actual example where people are trying to make themselves marginally better at academic tasks, as a guide to how future transformative development in human enhancement may be incorporated into everyday practice. This project examines the history and context that led to the widespread use of stimulant medication on college campuses. I describe how Attention Deficit Hyperactivity Disorder (ADHD), for which stimulant medication is prescribed and diverted, governs students, negotiates relationships between parents and school authorities, and manages anxieties resulting from a competitive neoliberal educational system. I extend this archeology of ADHD through the actions and ethical beliefs of college students, and the bioethical arguments for and against human enhancement. Through this work, I open a new space for an expanded role for universities as institutions capable of creating experimental communities supporting ethical cognitive enhancement.
ContributorsBurnam-Fink, Michael (Author) / Miller, Clark (Thesis advisor) / Hurlbut, Ben (Thesis advisor) / Wetmore, Jameson (Committee member) / Arizona State University (Publisher)
Created2016
Description
The Wechsler Intelligence Scale for Children – ; Fourth Edition (WISC – IV) is one of the most popular intelligence tests used for special education eligibility purposes in the United States. Despite the large prevalence of children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD), the factor structure of the WISC – IV among this population has not been explored. Thus, the factor structure of WISC – IV scores among students with ADHD was investigated via replicatory factor analysis followed by a comparison with the factorial structure of the normative sample using the coefficient of congruence. The four factor model proposed by Wechsler was consistent with the factor structure found in the sample of students with ADHD for all subtests except Picture Concepts and Matrix Reasoning. The Verbal Comprehension and Processing Speed factors appeared to measure the same construct in the study sample as in the normative sample, while the Perceptual Reasoning and Working Memory factors were only fairly similar to the normative sample. It is recommended that clinicians interpret Perceptual Reasoning and Working Memory index scores of students with ADHD cautiously. Limitations of the study, future directions for research, and implications for practitioners are discussed.
ContributorsBoehm, Michelle (Author) / Watkins, Marley (Thesis advisor) / Sullivan, Amanda (Committee member) / Caterino, Linda C. (Committee member) / Arizona State University (Publisher)
Created2011
Description
The Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) General Abilities Index (GAI) and Cognitive Proficiency Index (CPI) have been advanced as possible diagnostic markers of Attention-Deficit Hyperactivity Disorder (ADHD). Diagnostic utility statistics were used to test the ability of GAI-CPI difference scores to identify children with ADHD. Participants included an ADHD sample (n = 78), a referred but non-diagnosed hospital sample (n = 66), and a simulated sample with virtually identical psychometric characteristics as the WISC-IV 2,200 child standardization sample. Receiver Operating Characteristic (ROC) analyses were computed to determine the utility of GAI-CPI difference scores to identify children with ADHD. The GAI-CPI discrepancy method had an AUC of .64, 95% CI [0.58, 0.71] for the ADHD sample compared to the simulated normative sample and an AUC of .46, 95% CI [0.37, 0.56] for the ADHD sample compared to the referred but non-diagnosed hospital sample. These AUC scores indicate that the GAI-CPI discrepancy method has low accuracy.
ContributorsDevena, Sarah (Author) / Watkins, Marley W. (Thesis advisor) / Wodrich, David L (Committee member) / Sullivan, Amanda (Committee member) / Arizona State University (Publisher)
Created2010
Description
Attention-deficit/hyperactivity disorder (ADHD) is one of the most common childhood mental health conditions. An ADHD diagnosis is associated with adverse near- and long-term outcomes such as academic difficulties, social deficits, and poor family relationships. Behavioral Parent Training (BPT) is a common evidence-based treatment for childhood ADHD associated with significant and large-magnitude improvements across multiple functional domains; however, nearly two-thirds of children exhibit persistent symptoms and impairment following treatment. Empirical evidence has established parents’ quality of BPT skill use as an important mechanism of BPT response, but less is known about the factors that predict parents’ skill use. The goal of the current study was to explore whether parental cognitive errors (i.e., distorted cognitions parents hold regarding their parenting and their child) and treatment engagement attitudes (i.e., how interesting and helpful parents find treatment) predict skill use quality. The current study comprised a secondary data analysis of a randomized control trial of the Child Life and Attention Skills (CLAS) program (N=199), a behavioral intervention for children with ADHD-Inattentive Presentation. First, an exploratory factor analysis was conducted to determine whether subdomains of cognitive errors exist within this population, and two factors were observed: parent behavior errors (i.e., distorted cognitions about parents’ own parenting behavior) and child behavior errors (i.e., distorted cognitions parents have regarding their child’s behavior). This two-factor structure was then utilized in mediation analyses to examine the effect of parent and child behavior errors on quality of skill use via treatment engagement attitudes. Results from these analyses demonstrated that parent behavior errors significantly predicted quality of skill use, such that parents with higher levels of parental behavior errors demonstrated lower quality skill use, but no evidence of mediation was observed. Finally, moderated mediation models explored the impact of parent psychopathology (i.e., parental ADHD and depression) on mediational relations and found no evidence of moderation. Findings suggest that targeting parental cognitive errors, particularly cognitions about parents’ own parenting behavior, may be a novel target to improve BPT skill use and child outcomes.
ContributorsFabrikant-Abzug, Gabrielle L (Author) / Friedman, Lauren M (Thesis advisor) / Wolchik, Sharlene (Committee member) / Anderson, Samantha (Committee member) / Arizona State University (Publisher)
Created2023
Description
Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by difficulties in aspects of executive functioning such as inattention, hyperactivity, and impulsivity (American Psychiatric Association [APA], 2022). These challenges may impact learning and information retrieval, leading to variations in academic, vocational, and social skill development (APA, 2022). Precise assessment of these skills is crucial for understanding the diverse cognitive, behavioral, and emotional challenges associated with an ADHD diagnosis. Despite a global prevalence rate between 5-10%, no standardized assessment method has been established (Neprily et al., 2023). The development of digital tools like the NIH Toolbox Cognition Battery (NTCB) and Test of Variables of Attention (T.O.V.A.) offer enhanced accessibility and efficacy in early detection (Greenberg et al., 2007; Weintraub et al., 2013).The study evaluates select NTCB measures of executive functioning, assessing their convergent and discriminant validity alongside established neuropsychological tests. It also investigates whether the T.O.V.A. and NTCB can identify unique cognitive profiles in an ADHD sample, further evaluating sex- and age-based profile differences. Correlation analyses using SPSS (Version 28) revealed strong convergent and discriminant validity of the NTCB Flanker, Dimensional Change Card Sort, and Pattern Comparison tests, with variable discriminant validity on the List Sorting test. Latent profile analysis (LPA) was used to identify distinct profiles using NTCB and T.O.V.A. tests within a sample of 213 participants between the ages of 5 and 26 years diagnosed with ADHD. Analyses were performed using MPlus8 statistical software, with missing data being accounted for by using full information likelihood estimation (FIML). Model selections were based on the number of fit indices and criteria (Nylund et al., 2013). By adjusting unique combinations of subtests and scores from both measures, 2 to 3 distinct profiles emerged within the data, underscoring the heterogeneity and complexity of this clinical population. The data did not support sex-based performance differences; however, older cohorts demonstrated stronger NTCB working memory and processing speed performances.
The results highlight the versatility of the NTCB and T.O.V.A. in identifying unique neurocognitive profiles. Future research should explore their efficacy in diagnosing ADHD within diverse medical and psychiatric cohorts, aligning with emerging neuronal circuit theories.
ContributorsSchaefer, Amber Nicole (Author) / Capielo Rosario, Cristalís (Thesis advisor) / Truong, Nancy (Committee member) / Nicholls, Christopher J (Committee member) / Lavoie, Michael (Committee member) / Arizona State University (Publisher)
Created2023