Centering minority-serving institutions to counter dominant narratives about leadership identity development.

This article focuses on Historically Black Colleges and Universities (HBCUs), Hispanic-Serving Institutions (HSIs), Tribal Colleges and Universities (TCUs), and Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs). These institution types are united by their commitments to racially and ethnically minoritized communities, expanding educational access, facilitating culturally affirming education, and developing collective and socially responsible leaders. As a counternarrative, the authors situate leadership identity development (LID) at Minority-Serving Institutions (MSIs) to decenter whiteness in leadership scholarship and enactment and to elevate MSIs and their impact on students' leader and leadership identity development (LID).

Executive functions and writing skills in children with and without ADHD.

Objective: Pediatric attention-deficit/hyperactivity disorder (ADHD) has been associated with impairments in executive functioning and academic writing skills. However, our understanding of the extent to which these children's writing difficulties are related to their underdeveloped executive functions-and whether this relation is attributable to specific executive functions-is limited.

Method: A clinically-evaluated and carefully-phenotyped sample of 91 children ages 8-13 (M = 10.

Is there a relation between visual motor integration and academic achievement in school-aged children with and without ADHD?

Visual-motor integration, motor coordination, and visual perception are associated with academic achievement in early school-aged children; however, our understanding of these associations in older school-aged children and children with neurodevelopmental disorders is limited. A well-characterized, clinically evaluated sample of 39 children with and without ADHD ages 8-13 ( = 10.07, = 1.

Activities of daily living and working memory in pediatric attention-deficit/hyperactivity disorder (ADHD).

Most children with ADHD have impaired working memory abilities. These working memory deficits predict impairments in activities of daily living (ADLs) for adults with ADHD. However, our understanding of the relation between pediatric ADHD and ADLs is limited.

Executive functioning rating scales: Ecologically valid or construct invalid?

Objective: Executive functions are commonly measured using rating scales and performance tests. However, replicated evidence indicates weak/nonsignificant cross-method associations that suggest divergent rather than convergent validity. The current study is the first to investigate the relative concurrent and predictive validities of executive function tests and ratings using (a) multiple gold-standard performance tests, (b) multiple standardized rating scales completed by multiple informants, and (c) both performance-based and ratings-based assessment of academic achievement-a key functional outcome with strong theoretical links to executive function.

A randomized controlled trial of central executive training (CET) versus inhibitory control training (ICT) for ADHD.

Objective: Executive function deficits are well-established in ADHD. Unfortunately, replicated evidence indicates that executive function training for ADHD has been largely unsuccessful. We hypothesized that this may reflect insufficient targeting, such that extant protocols do not sufficiently and specifically target the neurocognitive systems associated with phenotypic ADHD behaviors/impairments.

Rethinking hyperactivity in pediatric ADHD: Preliminary evidence for a reconceptualization of hyperactivity/impulsivity from the perspective of informant perceptual processes.

Hyperactivity is a core ADHD symptom that has been both positively and negatively associated with cognition and functional outcomes. The reason for these conflicting findings is unclear but may relate to subjective assessments that conflate excess physical movement (hyperactivity) with verbally intrusive/impulsive behaviors. The current study adopted a model-driven, rational-empirical approach to distinguish excess physical movement symptoms from other, auditorily perceived behaviors assessed under the "hyperactivity/impulsivity" umbrella.

Is There a Functional Relation Between Set Shifting and Hyperactivity in Children with Attention-Deficit/Hyperactivity Disorder (ADHD)?

Objective: Replicated evidence indicates that children with attention-deficit/hyperactivity disorder (ADHD) show disproportionate increases in hyperactivity/physical movement when their underdeveloped executive functions are taxed. However, our understanding of hyperactivity's relation with set shifting is limited, which is surprising given set shifting's importance as the third core executive function alongside working memory and inhibition. The aim of this study was to experimentally examine the effect of imposing set shifting and inhibition demands on objectively measured activity level in children with and without ADHD.

What cognitive processes are "sluggish" in sluggish cognitive tempo?

Objective: Sluggish cognitive tempo refers to a constellation of symptoms that include slowed behavior/thinking, reduced alertness, and getting lost in one's thoughts. Despite the moniker "sluggish cognitive tempo," the evidence is mixed regarding the extent to which it is associated globally with slowed (sluggish) mental (cognitive) information processing speed (tempo).

Method: A well-characterized clinical sample of 132 children ages 8-13 years (M = 10.

Working memory and information processing in ADHD: Evidence for directionality of effects.

Objective: Children with ADHD demonstrate impaired performance on a wide range of neuropsychological tests. It is unclear, however, whether ADHD is associated with many neurocognitive deficits or whether a small number of impairment(s) broadly influence test performance. The current study tests competing model predictions regarding two candidate causal mechanisms in ADHD: information processing speed and working memory.

Do children with attention-deficit/hyperactivity disorder (ADHD) have set shifting deficits?

Objective: Set shifting, or cognitive flexibility, is a core executive function involving the ability to quickly and efficiently shift back and forth between mental sets. Meta-analysis suggests medium-magnitude shifting impairments in attention-deficit/hyperactivity disorder (ADHD). However, this conclusion may be premature because the evidence-base relies exclusively on tasks that have been criticized for poor construct validity and may better reflect general neuropsychological functioning rather than shifting specifically.

Can working memory training work for ADHD? Development of central executive training and comparison with behavioral parent training.

Objective: Working memory deficits have been linked experimentally and developmentally with attention-deficit/hyperactivity disorder (ADHD)-related symptoms/impairments. Unfortunately, substantial evidence indicates that extant working memory training programs fail to improve these symptoms/impairments. We hypothesized that this discrepancy may reflect insufficient targeting, such that extant protocols do not adequately engage the specific working memory components linked with the disorder's behavioral/functional impairments.

Do Working Memory Deficits Underlie Reading Problems in Attention-Deficit/Hyperactivity Disorder (ADHD)?

Reading problems are common in children with ADHD and show strong covariation with these children's underdeveloped working memory abilities. In contrast, working memory training does not appear to improve reading performance for children with ADHD or neurotypical children. The current study bridges the gap between these conflicting findings, and combines dual-task methodology with Bayesian modeling to examine the role of working memory for explaining ADHD-related reading problems.

Executive Functioning Heterogeneity in Pediatric ADHD.

Neurocognitive heterogeneity is increasingly recognized as a valid phenomenon in ADHD, with most estimates suggesting that executive dysfunction is present in only about 33%-50% of these children. However, recent critiques question the veracity of these estimates because our understanding of executive functioning in ADHD is based, in large part, on data from single tasks developed to detect gross neurological impairment rather than the specific executive processes hypothesized to underlie the ADHD phenotype. The current study is the first to comprehensively assess heterogeneity in all three primary executive functions in ADHD using a criterion battery that includes multiple tests per construct (working memory, inhibitory control, set shifting).

Are Episodic Buffer Processes Intact in ADHD? Experimental Evidence and Linkage with Hyperactive Behavior.

Working memory deficits are present in a substantial proportion of children with ADHD, and converging evidence links these deficits with ADHD-related behavioral and functional impairments. At the same time, working memory is not a unitary construct, and evidence is lacking regarding the role of several components of this system in ADHD. Preclinical behavioral studies are needed to fractionate the multicomponent working memory system, determine which specific subcomponent(s) are impaired in ADHD, and more importantly link these subcomponent(s) with specific ADHD-related behavioral symptoms/functional impairments.

Latent profile analysis of regression-based norms demonstrates relationship of compounding MS symptom burden and negative work events.

Objective: We endeavored to clarify how distinct co-occurring symptoms relate to the presence of negative work events in employed multiple sclerosis (MS) patients. Latent profile analysis (LPA) was utilized to elucidate common disability patterns by isolating patient subpopulations.

Method: Samples of 272 employed MS patients and 209 healthy controls (HC) were administered neuroperformance tests of ambulation, hand dexterity, processing speed, and memory.

Benchmarks of meaningful impairment on the MSFC and BICAMS.

Background: Cognitive and motor abilities in multiple sclerosis (MS) are typically quantified using reliable, consensus standard tests validated in the MS population. While these performance measures are associated with vocational disability in parametric analyses, translation of raw scores into anchors reflecting clinically relevant, functional impairment requires further research.

Objective: To examine performance-based motor and cognitive outcomes among definitive anchors that designate varying degrees of functional impairment, thereby establishing benchmarks for score interpretation.

Negative work events reported online precede job loss in multiple sclerosis.

Purpose: Determine if a recently validated online survey of negative work events can predict future job loss among multiple sclerosis (MS) patients.

Method: Evaluated were 284 employed individuals (63 healthy controls, 221 MS patients), every three months, using an online vocational monitoring tool. Job loss rates in MS patients were compared with the healthy controls.