Publications by authors named "Mileini Campez"

Article Synopsis
  • Increased activity levels are positively linked to better working memory (WM) performance in children with ADHD, specifically in phonological and visuospatial tasks.
  • Stimulant medication has been shown to improve both WM and motor skills in these children.
  • The study indicates that combining stimulant medication with a higher level of movement might be the most effective way to enhance visuospatial WM performance.
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Daily behavioral report cards (DRC) are an efficacious intervention for children with ADHD, yet there is little information on Latinx teachers' perceptions about ADHD and preferences related to behavioral treatment. The purpose of the current study was to examine the feasibility and acceptability of behavioral consultation with Latinx teachers and students, with a particular focus on the DRC. Participants (n = 23) included elementary school teachers (100% Hispanic/Latinx, 96% female) working with predominantly Hispanic/Latinx students.

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Variability in working memory (WM) task selection likely contributes to heterogeneity in effect size estimates of deficiencies in youth with attention-deficit/hyperactivity disorder (ADHD). This has resulted in the development of brief, easy to administer assessments such as the NIH List Sorting Working Memory (LSWM) task from the NIH Cognitive Toolbox in hopes of standardizing measurement of this construct. Unfortunately, substantial questions persist regarding the specific constructs being evaluated by this task (e.

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Article Synopsis
  • Individuals with ADHD tend to favor immediate rewards over delayed larger ones, highlighting challenges in choice impulsivity (CI).
  • This study explored how OROS-MPH, a form of methylphenidate, affects CI, working memory (WM), and time perception in children aged 7-12 with ADHD.
  • Results showed that OROS-MPH improved both CI and WM but did not impact time perception, and no significant links were found between CI and WM improvements, suggesting further research on other factors is needed.
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Recent studies demonstrate that working memory (WM) is integral to etiological models of ADHD; however, significant questions persist regarding the relation between WM performance across tasks with varying cognitive demands and ADHD symptoms. The current study incorporates an individual differences approach to WM heterogeneity (i.e.

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Interest in symptoms of sluggish cognitive tempo (SCT) has led to a number of studies evaluating how these symptoms respond to treatment commonly utilized in youths with symptoms of ADHD. No study to date, however, has examined the extent to which symptoms of SCT predict behavioral treatment response in youths across multiple domains of functioning. The current preliminary investigation integrates a number of methodological (e.

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Two primary methods of quantifying executive functioning include self- or other-reports (i.e., questionnaire-based EF) and cognitive test performance (i.

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This study examines how ADHD-related symptoms and impairments interact to predict depression symptoms in young adolescents with ADHD. A sample of 342 adolescents (71% male, mean age = 13 years old) with DSM-IV-TR diagnosed ADHD completed baseline clinical assessments upon entry to a psychosocial treatment study for ADHD. Ratings of ADHD and sluggish cognitive tempo (SCT) symptoms, and social and academic impairment were obtained from parents, while ratings of depressive symptoms and conflict with parents were obtained from youth.

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The DSM-5 requires clinicians to link ADHD symptoms to clinically meaningful impairments in daily life functioning. Measuring impairment during ADHD assessments may be particularly challenging in adolescence, when ADHD is often not the sole source of a youth's difficulties. Existing impairment rating scales are criticized for not specifying ADHD as the source of impairment in their instructions, leading to potential problems with rating scale specificity.

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Spikes in symptom severity are noted for adolescents with attention deficit/hyperactivity disorder (ADHD) at the transitions to middle and high school that are attributed to developmental maladjustment. This study evaluated the effectiveness of high-intensity (HI; 412 hr, $4,373 per participant) versus low-intensity (LI; 24 hr, $97 per participant) skills-based summer intervention delivered to adolescents with ADHD by local school district staff. Participants were 325 ethnically diverse rising sixth and ninth graders with ADHD randomized to HI versus LI (n = 218) or recruited into an untreated comparison group (n = 107).

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Article Synopsis
  • Organization, Time Management, and Planning (OTP) issues significantly contribute to academic struggles in adolescents with ADHD, and parents have a crucial role in helping address these problems.
  • A study involving 299 adolescents identified four distinct patterns of parental OTP management: Parental Control, Parent-Teen Collaboration, Homework Assistance, and Uninvolved, with the Uninvolved group being the largest at 40.5%.
  • Furthermore, parents using ineffective OTP strategies tended to have higher levels of mental health issues, and their management strategies did not correlate with the adolescents' OTP skills or GPAs, suggesting that parents' approaches are not solely based on their teens' academic performance.
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Individuals with attention deficit hyperactivity disorder (ADHD) underreport symptoms compared with informants and objective measures. This study applied enhanced statistical methodology (polynomial regression) to the study of ADHD self-reporting to clarify what contributes to symptom underreporting by adolescents with ADHD ( N = 107; ages = 11-15 years). Polynomial regression models were conducted to test competing hypotheses about the nature of self-reporting problems.

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Background: Academic impairment is among the most troubling domains of impairment for adolescents with Attention Deficit/Hyperactivity Disorder (ADHD).

Method: This investigation presents results of a yearlong academic intervention delivered to adolescents with ADHD (N = 218) by engaging school staff as interventionists through behavioral consultation with an outside mental health professional.

Results: The intervention was coordinated successfully in some cases, but not in others.

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