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LINI 3.. .. i 7177.7...7. ...u........ .77.. I...7..I..7 7.77... .4137.“ .7: -3 .1. 7 ""7, u». III...II ..wlw (4;. II... .. .. 3.771.... ..... :7. .Ia. I....rnl .1er.77 . 7 E I...7.I.7I. ,r..l 17.». .41.;Ia'7'vII-I7. a 1‘- 0-0.. I. I. “'7 .I...7.... I... ..:I¢..\I 7 . .- ..I7.u...v..7.. 37. I.....“ 1.5.7 .3... ..7 Que-me CHI GANS STATE UENIV RS ITY III III III IIIIIIIIIIIIIIIIIIIIII 31293 00877 5557 This is to certify that the dissertation entitled The Maternal Mediation of Attention of Children with Attention Deficit Hyperactivity Disorder presented by Eric L. Johnson has been accepted towards fulfillment of the requirements for Ph .D . degree in Educational. Psychology U Major professor Date JaLlLLQQL— MSU is an Affirmative Action/Equal Opportunity Institution 0- 12771 LIBRARY Michigan State Unlverslty PLACE IN RETURN BOX to remove this checkout from your record. TO AVOID FINES return on or before date due. MSU Is An Affirmative ActlonlEquel Opponuntty Inetltutlon CWDIfi-IH THE MATERNAL MEDIATION OF ATTENTION OF CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER BY Eric L. Johnson A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Counseling, Educational Psychology, and Special Education 1992 ABSTRACT I“) 2/ é/r THE HATERNAL HEDIATION OF ATTENTION OF CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER 6716’- BY Eric L. Johnson Being able to "pay attention" is recognized to be an ability of the individual. However, some recent work in cognitive development has highlighted the importance of the child's social environment in facilitating the development of individual cognitive abilities. This study examined the attention mediation of mothers of children with attention deficit with hyperactivity disorder (ADHD) and of mothers of normal children. Thirty-four mothers and their sons were placed in a task-setting that placed unusual demands upon the son's ability to control his attention, once with mother present and once with mother absent. When their mother was present all children were significantly better at maintaining their attention on task. In addition, it was found that regardless of the setting, children with ADHD were significantly less successful at staying on-task and did not accomplish as much as the non-ADHD children. Furthermore, while the ADHD children were less successful across all settings, they were especially limited in their attention control when their mothers were not present. Eric L. Johnson Few differences were found between the mother-child speech and behavior of the ADHD and non-ADHD groups. The only significant group difference found was the mothers of the independent first, ADHD group scaffolded significantly less often than the other groups. Fairly strong negative correlations were found on maternal directiveness and child time-on-task and amount of work accomplished when mother was present and when mother was absent. However, a significant positive correlation was found between maternal scaffolding and child time-on-task when mother was present, and scaffolding and the amount of work child accomplished when mother was absent. Qualitative analyses revealed some important features of the task activity: the meaninglessness of the task for the child, the conflicting goals of mother and child, the authority structure of their relationship, and the mother's affective tone. Attention mediation was found to occur through a variety of forms, including behaviors like pointing, tapping the child, and physically redirecting his gaze; many types of speech; and the use of certain strategies. COPYRIGHT by Eric Lee Johnson 1992 Dedicated to my wife, Rebekah. ACKNOWLEDGEMENTS I wish to express my gratitude to the following persons and institutions: To Evelyn Oka, my advisor and the chairperson of my doctoral committee, who has given to me so much of her time, equipment, expertise, wisdom, and critical acumen. Her consistent support was a great encouragement. To Jim Gavelek, Harsha Rappley, nary Bresnahan, Steve Raudenbush, and Mary Ann HcGrath, the other members of my doctoral committee, who in various ways have contributed to my understanding of the issues dealt with in this dissertation, and who helped to shape the form of this study. Their eagerness to provide suggestions and help throughout the research process was greatly appreciated. To Marsha Rappley (again) of the Collaborative Developmental Clinic, a part of the Clinical Center at Michigan State University; and Louis Resnick of the Blue Care Network, Health Central, Lansing, who assisted in finding children with ADHD and their families; and the Lansing School District who helped me to obtain children without ADHD and their families. To the children and their mothers who so graciously gave of themselves to participate in the study. To the College of Education, Michigan State University, for permitting me to use their facilities in data gathering. To the many students who helped in the data gathering, coding, entering, or analysis: George Ahrend, Jim Miller, Noelle Larson, David Kim, Rachelle Colson, Kate Cassell, Candy Lindgren, Michelle Reso, Mary Emshoff, Lynn Friedrich, and Dave. A special thanks to Stan Jones and Wheaton College for providing funds that paid for some student assistance. To my children, Iain and Laura, I thank you for enduring without complaint your father's doctoral distractions. To my wife, Rebekah, whose support and encouragement was unlimited. I will never be able to thank you enough for your love and grace. Finally, I am grateful to God who has so helped me throughout the past five years, working through the many circumstances of this study and the people who have helped. vi TABLE OF CONTENTS LIST OF TABLES. LIST OF FIGURES . Chapter I. INTRODUCTION. Introduction. The Development of Attention. Parent-Child Interactions and Cognitive Development . Parental Mediation of Attention Attentional Disabilities. Treatment from a Medical Model. Methodological Considerations . Hypotheses . II 0 METHOD 0 I O O I O O 0 Subjects. Design. Measures. Matching Familiar J's-1.511113; rieét Child Behavior Checklist. Peabody PVT . Parent Background Questionnair Procedure . Task . Coding: System A. Actor . Speech Acts . Behavioral Acts . Attentional Purpose Directiveness . Coding: System B . Measures of Child Atten t i O n. vii III. RESULTS OF THE QUANTITATIVE ANALYSIS 57 Hypotheses 1 and 2. 59 Hypotheses 3A to 3E/Differences Between the Interactions of the ADHD vs. Non-ADHD Groups. 66 Hypotheses 4A, 4B, and 4C/ Relation- ships Between Mother's Speech and Immediate Child Activity. 73 Hypotheses 5A, SB, and SC/Relation- ships Between Mother's Speech and Child's Independent Activity. 82 Summary . 89 IV. A QUALITATIVE ANALYSIS OF ATTENTION MEDIATION. 92 The Immediate Context of Attention Mediation . 93 The Preexisting Relationship of the Dyad . 93 The Mother' s Ownership of the Project . 94 Enlisting the Son . 94 The Meaninglessness of the Task . 95 The Meaningfulness of the Distractor 97 Compliance with Mother. 98 Compliance without Mother . 100 The Means of Attention Mediation. 101 Attentional Enlistment. 103 Attentional Focus . 104 Attentional Maintenance . 111 Attentional Encouragement . 111 Attentional Refocus . 113 The Mood of Attention Mediation . 128 Negative Affective Intersubjectivity. 129 Positive Affective Intersubjectivity. 134 V. DISCUSSION AND CONCLUSIONS. 140 Summary of the Study. 140 Integration of the Quantitative and Qualitative Portions of the Study 144 Comparing the Present Study to Other Studies of Mother-ADHD Children Interactions. 147 Limitations of the Study and Implications for Future Research. 156 Implications for Practice . 159 viii APPENDICES A. Letter to Families of ADHD Children . 163 B. Letter to Families of Normal Children 164 C. Consent Form. 165 D. Random letters. 166 E. Target letters. 167 F. Event Identification. 168 G. Variables Used in Coding System A 169 H. Maternal Behavioral Act Codes . 170 I. Mother's Attentional Purpose. 171 J. Scaffolding Coding Categories . 173 LI ST OF REFMCES . C O O O C O O O O O O 0 174 ix LIST OF TABLES Table Page 2.1 Number of Children in Study by Age and Group . 41 3.1 Demographic Variables by Group Membership . 57 3.2 Matching Familiar Figures Test Results by Group . 58 3.3 Letters circled: Mother's Presence] Without two outlying cases . 61 3.4 Letters circled: Group X Mother's Presence X Order of Presentation] Without two outlying cases . 61 3.5 Letters Circled: Mother's Presence x Order of Condition/Without two outlying cases . 61 3.6 Percentage of Time on Task: Mother's.Presence] Without two outlying cases .