Publications by authors named "B Hoza"
Objective: This study examined the unique and interactive effects of PA volume and within-person fluctuations in PA volume (i.e., intraindividual variability in PA volume; PA-var) on preschoolers' ( = 141; 47.
View Article and Find Full Text PDFGrowing dissatisfaction with the current categorical diagnostic systems has led to a movement toward transdiagnostic dimensional approaches to assessment of childhood mental health disorders. We argue that a transdiagnostic approach is especially important and appropriate when screening for neurodevelopmental disorders during early childhood. In the early childhood years, symptoms often appear in the form of developmental delays that could portend a variety of different disorders.
View Article and Find Full Text PDFObjectives: This study investigated the unique associations of motor competence and ADHD risk status on school functioning. Additionally, this study examined the factor structure of the Bruininks-Oseretsky Test of Motor Proficiency, Short Form (BOT2-SF).
Methods: Participants included early elementary school children ( = 202, = 6.
Article Synopsis
- The study looked at how language-related cognitive capacities (LRCC) influence the adjustment of children aged 7 to 12, both with ADHD and without.
- It included a sample of 178 children with ADHD and 86 typically-developing ones, focusing on various behavioral and achievement outcomes.
- Findings revealed that LRCC significantly impacted most behavioral and achievement measures, highlighting its importance in ADHD diagnosis and treatment strategies.
Paths to postsecondary education enrollment among adolescents with and without childhood attention-deficit/hyperactivity disorder (ADHD): A longitudinal analysis of symptom and academic trajectories.
Child Dev
September 2022
Article Synopsis
- A study looked at how ADHD affects teens' school performance and whether they go on to higher education, involving 749 participants from different places.
- Teens with ADHD who went to postsecondary education had somewhat milder symptoms compared to those who didn’t, but the differences weren’t huge.
- All teens showed a drop in their school performance from ages 9 to 17, but those with ADHD who enrolled in higher education ended high school with better grades than those who didn’t.