Date of Award


Document Type

Doctoral Research Paper

Degree Name



Graduate School of Professional Psychology

First Advisor

Hale Martin, Ph.D.

Second Committee Member

Apryl Alexander, Psy.D.

Third Committee Member

Joy Goldberg, Ph.D.


Neuropsychology, Pediatric, Inattention, Anxiety, ADHD, Executive functioning

Publication Statement

Copyright held by the author.

Copyright Statement / License for Reuse

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License


This study examined the differences in inattention and executive function between a group of children diagnosed with ADHD and a group diagnosed with anxiety disorders to establish differential profiles for these two disorders. This study evaluated the differences among children with ADHD and anxiety disorders, using parent-report and performance-based measures of inattention and anxiety. A retrospective chart review was completed for a total of 58 patients who met the criteria for an anxiety disorder or for ADHD-C and ADHD-I at the completion of the neuropsychological assessment. Analyses compared the ADHD group and the Anxiety group on select scales and subscales of the Behavior Rating Inventory of Executive Functioning (BRIEF), Behavior Assessment System for Children (BASC), and Conners Continuous Performance (CPT) via an independent samples t-test and analysis of covariance (ANCOVA), with age included as a covariate. The ADHD group demonstrated deficits in attention, processing speed, and efficiency, whereas the Anxiety group did not demonstrate these deficits. Moreover, significant differences exist with respect to profiles of inattention and executive functioning abilities between children with ADHD and anxiety. Findings provide support for distinct profiles of inattention and executive functioning abilities between children with ADHD and those with anxiety. The CPT is also supported as a useful tool in the differentiation of the two presentations.


35 pgs

Paper Method

Empirical - Mixed