{"id":{"repo_id":"siu-theses","oai_identifier":"oai:opensiuc.lib.siu.edu:dissertations-2442"},"canonical_url":"https://search.dev.ndltd.org/etd/siu-theses/oai:opensiuc.lib.siu.edu:dissertations-2442","repository":{"repo_id":"siu-theses","name":"Southern Illinois University","base_url":"https://opensiuc.lib.siu.edu/do/oai/"},"display":{"title":"A DIMENSIONAL APPROACH TO ASSESSING ASPECTS OF ATTENTION AMONG CHILDREN WITH AND WITHOUT SYMPTOMS OF ATTENTION-DEFICIT/HYPERACTIVITY DISORDER AND/OR ANXIETY","abstract":"This study examined the relationship between parent-rated attention problems, anxiety, and hyperactivity/impulsivity symptoms and children’s performance on various attention domains, including selective, sustained, and divided attention and executive functioning, specifically related to set-shifting and inhibition abilities. A dimensional approach to symptom presentation was used in order to measure attention and anxiety symptoms in a continuous fashion and to better incorporate children who have subclinical and mild presentations (Ferrin & Vance, 2014). Participants were 27 children between 8 and 14 years of age who were recruited in a rural area near a large public university located in the Midwest. Children were administered the Test of Everyday Attention for Children (TEA-Ch; Manly, Robertson, Anderson, & Nimmo-Smith, 1999) and the Self-Report of Personality form from the Behavior Assessment System for Children – Second Edition (BASC-2; Reynolds & Kamphaus, 2004). Parents completed a brief demographics form and the Parent Rating Scale form from the BASC-2. Results were based on a small sample size due to difficulty with recruitment. No effects of parent or self-reported anxiety, attention, and/or hyperactivity symptoms were associated with aspects of selective attention or attentional control/executive functioning. Anxiety symptoms per parent-report predicted some aspects of sustained attention performance. Self-reported symptoms of anxiety and their interaction with both attention problems and hyperactivity/impulsivity symptoms significantly predicted divided attention performance. Given the positive correlations between symptoms of anxiety and performance on some of the attention measures, symptoms of anxiety may be a protective factor for aspects of sustained and divided attention. These results suggest that assessment of attention performance among children presenting with symptoms of anxiety and attention problems/hyperactivity should be an area for further research with a larger sample size and additional measures of attention.","abstract_html":"This study examined the relationship between parent-rated attention problems, anxiety, and hyperactivity/impulsivity symptoms and children’s performance on various attention domains, including selective, sustained, and divided attention and executive functioning, specifically related to set-shifting and inhibition abilities. A dimensional approach to symptom presentation was used in order to measure attention and anxiety symptoms in a continuous fashion and to better incorporate children who have subclinical and mild presentations (Ferrin & Vance, 2014). Participants were 27 children between 8 and 14 years of age who were recruited in a rural area near a large public university located in the Midwest. Children were administered the Test of Everyday Attention for Children (TEA-Ch; Manly, Robertson, Anderson, & Nimmo-Smith, 1999) and the Self-Report of Personality form from the Behavior Assessment System for Children – Second Edition (BASC-2; Reynolds & Kamphaus, 2004). Parents completed a brief demographics form and the Parent Rating Scale form from the BASC-2. Results were based on a small sample size due to difficulty with recruitment. No effects of parent or self-reported anxiety, attention, and/or hyperactivity symptoms were associated with aspects of selective attention or attentional control/executive functioning. Anxiety symptoms per parent-report predicted some aspects of sustained attention performance. Self-reported symptoms of anxiety and their interaction with both attention problems and hyperactivity/impulsivity symptoms significantly predicted divided attention performance. Given the positive correlations between symptoms of anxiety and performance on some of the attention measures, symptoms of anxiety may be a protective factor for aspects of sustained and divided attention. These results suggest that assessment of attention performance among children presenting with symptoms of anxiety and attention problems/hyperactivity should be an area for further research with a larger sample size and additional measures of attention.","abstract_has_math":false,"creators":["Curewitz, Alana"],"institution":null,"degree_name":"Doctor of Philosophy","degree_level":"Campus Only Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Kibby, Michelle"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-08-01T07:00:00Z","date_published":"2017-08-01T07:00:00Z","updated_at":"2026-07-24T04:35:23Z","subjects":["ADHD","Anxiety","Attention","Children"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://opensiuc.lib.siu.edu/dissertations/1438","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kibby, Michelle"]},{"key":"dc:creator","label":"Author","values":["Curewitz, Alana"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Only Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ADHD","Anxiety","Attention","Children"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://opensiuc.lib.siu.edu/dissertations/1438"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined the relationship between parent-rated attention problems, anxiety, and hyperactivity/impulsivity symptoms and children’s performance on various attention domains, including selective, sustained, and divided attention and executive functioning, specifically related to set-shifting and inhibition abilities. A dimensional approach to symptom presentation was used in order to measure attention and anxiety symptoms in a continuous fashion and to better incorporate children who have subclinical and mild presentations (Ferrin & Vance, 2014). Participants were 27 children between 8 and 14 years of age who were recruited in a rural area near a large public university located in the Midwest. Children were administered the Test of Everyday Attention for Children (TEA-Ch; Manly, Robertson, Anderson, & Nimmo-Smith, 1999) and the Self-Report of Personality form from the Behavior Assessment System for Children – Second Edition (BASC-2; Reynolds & Kamphaus, 2004). Parents completed a brief demographics form and the Parent Rating Scale form from the BASC-2. Results were based on a small sample size due to difficulty with recruitment. No effects of parent or self-reported anxiety, attention, and/or hyperactivity symptoms were associated with aspects of selective attention or attentional control/executive functioning. Anxiety symptoms per parent-report predicted some aspects of sustained attention performance. Self-reported symptoms of anxiety and their interaction with both attention problems and hyperactivity/impulsivity symptoms significantly predicted divided attention performance. Given the positive correlations between symptoms of anxiety and performance on some of the attention measures, symptoms of anxiety may be a protective factor for aspects of sustained and divided attention. These results suggest that assessment of attention performance among children presenting with symptoms of anxiety and attention problems/hyperactivity should be an area for further research with a larger sample size and additional measures of attention."]},{"key":"dc:title","label":"Title","values":["A DIMENSIONAL APPROACH TO ASSESSING ASPECTS OF ATTENTION AMONG CHILDREN WITH AND WITHOUT SYMPTOMS OF ATTENTION-DEFICIT/HYPERACTIVITY DISORDER AND/OR ANXIETY"]}]}],"canonical_facts":{"dc:contributor":["Kibby, Michelle"],"dc:creator":["Curewitz, Alana"],"dc:description.abstract":["This study examined the relationship between parent-rated attention problems, anxiety, and hyperactivity/impulsivity symptoms and children’s performance on various attention domains, including selective, sustained, and divided attention and executive functioning, specifically related to set-shifting and inhibition abilities. A dimensional approach to symptom presentation was used in order to measure attention and anxiety symptoms in a continuous fashion and to better incorporate children who have subclinical and mild presentations (Ferrin & Vance, 2014). Participants were 27 children between 8 and 14 years of age who were recruited in a rural area near a large public university located in the Midwest. Children were administered the Test of Everyday Attention for Children (TEA-Ch; Manly, Robertson, Anderson, & Nimmo-Smith, 1999) and the Self-Report of Personality form from the Behavior Assessment System for Children – Second Edition (BASC-2; Reynolds & Kamphaus, 2004). Parents completed a brief demographics form and the Parent Rating Scale form from the BASC-2. Results were based on a small sample size due to difficulty with recruitment. No effects of parent or self-reported anxiety, attention, and/or hyperactivity symptoms were associated with aspects of selective attention or attentional control/executive functioning. Anxiety symptoms per parent-report predicted some aspects of sustained attention performance. Self-reported symptoms of anxiety and their interaction with both attention problems and hyperactivity/impulsivity symptoms significantly predicted divided attention performance. Given the positive correlations between symptoms of anxiety and performance on some of the attention measures, symptoms of anxiety may be a protective factor for aspects of sustained and divided attention. These results suggest that assessment of attention performance among children presenting with symptoms of anxiety and attention problems/hyperactivity should be an area for further research with a larger sample size and additional measures of attention."],"dc:identifier":["https://opensiuc.lib.siu.edu/dissertations/1438"],"dc:subject":["ADHD","Anxiety","Attention","Children"],"dc:title":["A DIMENSIONAL APPROACH TO ASSESSING ASPECTS OF ATTENTION AMONG CHILDREN WITH AND WITHOUT SYMPTOMS OF ATTENTION-DEFICIT/HYPERACTIVITY DISORDER AND/OR ANXIETY"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Campus Only Dissertation"],"thesis:degree_name":["Doctor of Philosophy"]},"updated_at":"2026-07-24T04:35:23Z"}