Allyson G. Harrison

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OBJECTIVE To explore the relationship between levels of reported depression, anxiety, and stress with scores on the Conners's Adult ADHD Rating Scale (CAARS). METHOD Information was obtained from 84 1st-year psychology students using the CAARS, the Depression Anxiety and Stress Scale (DASS), and the Life Experiences Survey (LES). RESULTS Approximately(More)
When conducting psychological evaluations, clinicians typically assume that the subject being evaluated is putting forth maximal effort and is not exaggerating or magnifying symptom complaints. While the field of neuropsychology has identified that factors, such as effort and motivation, can significantly interfere with correct interpretation of(More)
The purpose of this study was to examine the possible additive neurocognitive deficits in adults with both attention-deficit/hyperactivity disorder (ADHD) and serious depressive symptoms. Participants were 54 university students who completed a psycho-educational assessment. Three groups were examined: a group with comorbid ADHD and elevated depressive(More)
The purpose of this study was to evaluate Word Memory Test (WMT) performances in students with identified learning disabilities (LDs) providing good effort to examine the influence of severe reading or learning problems on WMT performance. Participants were 63 students with LDs aged 11 to 14 years old (M = 12.19 years), who completed psychoeducational(More)
In spite of the fact that reaction time (RT) measures are sensitive to the effects of traumatic brain injury (TBI), few RT procedures have been developed for use in standard clinical evaluations. The computerized test of information processing (CTIP) [Tombaugh, T. N., & Rees, L. (2000). Manual for the computerized tests of information processing (CTIP).(More)
This study compared the Delis-Kaplan Executive Function System (D-KEFS) Tower Test to the Tower of London (TOL)(DX) in assessing executive functioning (EF) during a psycho-educational assessment by examining students' performances on both tests. Forty-two university students were administered both tests in a counterbalanced order. Findings indicate that(More)
Recent studies conducted at American post-secondary institutions report that a high proportion of college students seeking evaluations for either attention-deficit/hyperactivity disorder or learning disorders fail symptom validity tests (SVTs), calling into question the validity of their performance on standardized assessment measures. The current study(More)
No clinically proven method currently exists to determine if a test taker is feigning or exaggerating symptoms of a specific reading disability (RD) for potential secondary gain (i.e., extra time on examinations, access to bursary funds, or tax benefits). Our objective was to examine the utility of previously proposed symptom validity measures (i.e., the(More)
Methods of identifying poor test-related motivation using the Wechsler Adult Intelligence Scale Digit Span subtest are based on identification of performance patterns that are implausible if the test taker is investing full effort. No studies to date, however, have examined the specificity of such measures, particularly when evaluating persons with either(More)
OBJECTIVE Concerns have been identified regarding the ease with which students and young adults can feign or exaggerate symptoms of ADHD, and no formal measures exist to identify such behavior when it occurs. This article describes the development and initial validation of a new symptom validity measure designed to detect feigned or exaggerated ADHD symptom(More)