Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.746833
Title: Behavioural and emotional outcomes for children and adolescents with ADHD traits and social communication difficulties
Author: Hollingdale, Jack
ISNI:       0000 0004 7226 5526
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2017
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Abstract:
High rates of social communication difficulties have been found to co-occur in children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD). The current thesis explores the relationship between ADHD and social communication difficulties over time. Part I includes two random effects meta-analyses. The first identifies the proportion of children and adolescents with ADHD that meet criteria for ASD. The second identifies the rates of ASD symptomology in children and adolescents with and without ADHD. Fourteen publications met inclusion criteria. The overall pooled effect size for children and adolescents with ADHD that met threshold for ASD was 0.22 (95% CI, 0.19-0.25). The overall pooled standardised mean difference of ASD symptoms between children and adolescents with ADHD and those without ADHD was 1.24 (95% CI, 1.00– 1.48). Part II explores the trajectory of conduct problems and internalised emotional difficulties for children and adolescents using growth curve modelling. Hyperactive/impulsive traits were included as a time-varying covariate to investigate the relationship between hyperactive/impulsive traits and conduct problems and internalised emotional difficulties. Furthermore, multi-group invariance testing was conducted to ascertain the effect of social communication difficulties on these relationships. Findings identified that both boys and girls with more hyperactive/impulsive traits reported to have significantly more conduct problems and internalised difficulties at all ages than would be expected by their individual trajectories alone. Social communication difficulties moderated these relationships for boys at particular time points but not for girls. Part III is a critical reflection on the process of undertaking the empirical research project. The appraisal explores practical and personal considerations when working with secondary longitudinal data and conducting complex statistical analysis.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.746833  DOI: Not available
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