Exploring Visual Attention Patterns of Adults With Reported Adhd, Without Adhd, and Those With Malingering Adhd Symptoms

<p>Noncredible performance and the intentional faking of symptoms during psychological evaluations have been observed in those seeking to obtain personal benefits. Cognitive deficits, such as impairments in attention are common in mental health settings and many seek an evaluation to rule out an attention-deficit/hyperactivity disorder. Previous literature establishes a base rate for malingering to be between 22-47% in adult ADHD evaluations (Sullivan, 2007; Suhr et al., 2008; Marshall et al., 2010). However, those faking or exaggerating ADHD can go unnoticed on self-report measures. There are limited studies that have identified methods that can specifically discriminate true ADHD from malingered ADHD. Therefore, the purpose of this study was to investigate whether attention can be differentiated from effort in the ADHD population, non-ADHD population, and Malingering groups with the use of simple visual Spot the Difference tasks. Results from the study suggest that a pattern of incorrect responses may be displayed by the malingered group, while individuals with ADHD take longer to find an image than those without a reported history of ADHD, particularly on difficult tasks. Overall, results are promising for understanding visual attention reaction patterns in ADHD and one step closer to creating simple, fun tools designed to measure effort.</p>

Name thesis:degree_name

Doctor of Philosophy - School Psychology

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Human Services

Year dc:date.available

2020

Author dc:creator

• Juan, Roselia

Contributors dc:contributor

• Luis E. Aguerrevere, Ph.D
• Frankie Clark, Ph.D
• Nina Ellis-Hervey, Ph.D

• ADHD
• malingering
• visual attention
• Spot the Difference
• Clinical Psychology
• Psychology

Repository record dc:identifier

https://scholarworks.sfasu.edu/etds/338

OAI identifier oai:identifier

oai:scholarworks.sfasu.edu:etds-1363