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Florida State University Libraries Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2017 Redefining ADHD in an Adult Population: Should Inattention Be Viewed as a Separate Dimension from Cognitive and Physiological Activity Level? Nathan Andrew Miller Follow this and additional works at the DigiNole: FSU's Digital Repository. For more information, please contact [email protected] FLORIDA STATE UNIVERSITY COLLEGE OF EDUCATION REDEFINING ADHD IN AN ADULT POPULATION: SHOULD INATTENTION BE VIEWED AS A SEPARATE DIMENSION FROM COGNITIVE AND PHYSIOLOGICAL ACTIVITY LEVEL? By NATHAN ANDREW MILLER A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2017 © 2017 Nathan Andrew Miller Nathan Andrew Miller defended this dissertation on April 24, 2017. The members of the supervisory committee were: Frances A. Prevatt Professor Directing Dissertation Lee P. Stepina University Representative Angela I. Canto Committee Member S. Kathleen Krach Committee Member The Graduate School has verified and approved the above-named committee members, and certifies that the dissertation has been approved in accordance with university requirements. ii Dedicated to Jess, my reason for all of this and for everything else. iii ACKNOWLEDGEMENTS No degree is ever earned nor dissertation ever written alone, and that is certainly the case here. I would like to make a permanent (even if rarely read) record of my gratitude for the many people who hold me aloft. To my wife who has been my best friend for ten years and never once showed any regret for the time spent, I say thank you. To my children, all five of you, who have challenged me to be a better man, a good student, and a motivated provider, I couldn’t have done this without your love and kindness. To my parents, who, despite the bitter teenage years (and let’s be honest the preteens as well as a few of the twenties) still feel duty-bound and love-bound to support and advise me, I say that it may still be a few years before I can pay you back with the job market as it is, but I will not give up trying. And thank you. I sincerely thank you. Dr. Prevatt, as my major professor you perhaps did more to bring about this document and the degree it goes with than I did. Seeing something in me that I rarely do, you contacted me, smoothed my path toward a fellowship, and counseled me when I struggled the most. You challenged my assumptions and weathered my stubbornness until we were both satisfied with this document, and I’m proud to have been your student. I am also grateful to those who have offered their valuable time to serve as members of my committee during the last few years: Dr. Angela Canto, Dr. Lee Stepina, Dr. Deborah Ebener, and Dr. Kathleen Krach; it was an honor to work with each of you. My friends from the program also deserve credit. Stasia, Rachel, Jen, and Sarah, I wanted to thank you for your kindness and for giving the Stone Building and friendlier face. I’m certain you are all destined for success, so I’m glad I knew you when we were just starting out as wee little grad students. Jordy and Megan, I already miss origami time. You kept me sane and made my hobby not seem so peculiar. I would be remiss if I neglected to thank my practicum supervisors as well: Dr. Swanbrow-Becker, Dr. Garis, Dr. Kubiak, Dr. Osborn, Dr. Wonder, Bob Carton and Melvina MacDonald (you both certainly deserve a place here in this list), and finally, last in chronology but first in impact, Dr. Anika Fields. Thank you all for trusting me with your good names and your offices, and for showing the passion you each have for your clients and your specializations. To these and many more go my thanks. iv TABLE OF CONTENTS List of Tables ................................................................................................................................ vii List of Figures .............................................................................................................................. viii Abstract .......................................................................................................................................... ix CHAPTER 1 INTRODUCTION .....................................................................................................1 Significance ...............................................................................................................................7 Diagnostic Dissent ............................................................................................................10 DSM Incorporation ...........................................................................................................10 Prevalence ........................................................................................................................11 Study Benefits ..................................................................................................................12 CHAPTER 2 LITERATURE REVIEW ........................................................................................13 The ADHD and SCT Constructs .............................................................................................13 Terms and Process ............................................................................................................13 History ...............................................................................................................................14 Construct Development ....................................................................................................18 Symptoms .........................................................................................................................21 A Pattern of Heterogeneity in ADHD? ...................................................................................23 SCT and ADHD-H/I .........................................................................................................23 SCT and ADHD-I ............................................................................................................. 24 SCT and ADHD-C ............................................................................................................24 Summary ...........................................................................................................................25 Onset and Development ....................................................................................................25 Comorbidity and Correlate Differences ............................................................................26 Possible Etiology ..............................................................................................................31 Treatment ..........................................................................................................................36 Latent Structure Research of ADHD and SCT .................................................................40 Summary of Evidence .......................................................................................................41 CHAPTER 3 METHODS ..............................................................................................................44 Introduction .............................................................................................................................44 Research Question .............................................................................................................44 Scale Development ............................................................................................................45 Procedures ...............................................................................................................................46 Participants ..............................................................................................................................48 Rational for Splitting the Sample .......................................................................................49 Measures .................................................................................................................................51 Activity Level ....................................................................................................................51 Inattention ..........................................................................................................................51 Demographics ....................................................................................................................51 CHAPTER 4 RESULTS ................................................................................................................53 Data Description/Statistical Assumptions ...............................................................................53 Power .................................................................................................................................53 Normality ...........................................................................................................................53 Hypothesis 1 ............................................................................................................................54 Hypothesis 2 ............................................................................................................................57 v Outlier Characteristics ............................................................................................................59
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