Doctor of Philosophy (PhD)



Document Type



Recently Attention-Deficit/Hyperactivity Disorder (ADHD) research has been confronted with questions regarding the subtype distinctions. Millich, Ballantine, and Lyman (2001) have claimed that ADHD – Combined Type (ADHD-C) and ADHD – Predominantly Inattentive Type (ADHD-I) are “distinct and separate disorders.” As important as this distinction is diagnostically, it is, possibly equally important with regards to treatment. Multiple pharmacological studies have compared the responsiveness of ADHD-C and ADHD-I to stimulant medications, yet the results are often conflicting (e.g. Grizenko, Paci, & Joober, 2010; Solanto et al., 2009; Stein et al., 2003). To date, only one study has compared ADHD subtypes with respect to their response to a non-pharmacological treatment (Antshel & Remer, 2003). The current study aims to add to this line of research by comparing the effect of a self-monitoring intervention on daily routines, homework problems, and ADHD related problems between participants with ADHD-C and those with ADHD-I. Participants were 28 adolescents (14 ADHD-C, 14 ADHD-I) and their parents. The intervention consisted of four treatment sessions over a 5-week period, with outcome measures collected pre- and post-treatment. Results indicated that, while all participants, regardless of ADHD subtype, improved in parent reported daily routines, there was no significant difference between ADHD subtypes in their response to the self-monitoring intervention. Additionally, no interaction was found between subtype and change in homework problems or ADHD problems, and the intervention did not significantly improve homework problems or ADHD related problems for either subtype. Overall, this study found that adolescents with ADHD-C and those with ADHD-I do not differ significantly in their response to a self-monitoring intervention.



Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Kelley, Mary Lou



Included in

Psychology Commons