Date
7-4-2023
Department
School of Behavioral Sciences
Degree
Doctor of Philosophy in Psychology (PhD)
Chair
Laura Rolen
Keywords
cognitive memory, eye therapy, working memory, Attention-Deficit/Hyperactivity Disorder, cognitive
Disciplines
Psychology
Recommended Citation
Bell, Latres M., "Occupational Therapist Perceptions on How Eye Movement Therapy Supports Working Memory in Children Diagnosed with Attention Deficit/Hyperactivity Disorder" (2023). Doctoral Dissertations and Projects. 4595.
https://digitalcommons.liberty.edu/doctoral/4595
Abstract
Previous research reports that children with attention-deficit/hyperactivity disorder (ADHD) show a deficit in their working memory. Working memory is the ability to temporarily manipulate, store, and retrieve information during cognitive tasks. Working memory is considered a critical deficiency in individuals diagnosed with ADHD. Working memory has been shown to be a mechanism for symptoms of disorganization and inattention in individuals diagnosed with ADHD. This qualitative research study reviewed occupational therapists’ perceptions on their role working with children, aged six to 10 years old, diagnosed with ADHD and low working memory, who have had eye movement therapy. The occupational therapists’ perceptions of the effects of eye movement therapy on working memory, conduct, and academic ability were investigated. ADHD and low working memory have been reported and characterized in two formats. First, children diagnosed with ADHD with hyperactive-impulsive subtype exhibit advanced levels of impulsive behavior, while those diagnosed with ADHD without hyperactive-impulsive subtype show a significant decrease in working memory to reduced reaction times. This research explored the effects of eye therapy treatment on the cognition of children diagnosed with ADHD from an occupational therapist professional perspective. Previous research has shown that eye therapy has improved working memory in children diagnosed with ADHD. Overall, during this study, occupational therapists discovered that integrating EMT with other interventions, such as cognitive-behavioral and sensory integration therapies, with children diagnosed with ADHD resulted in improvements in their working memories, attention, and academic performances.
