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Kofler'

Dr. Michael Kofler


     
 
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Dr. Kofler will be accepting a graduate student for Fall 2017 admissions.

Research Interests

Dr. Kofler's primary research interests center on improving long-term outcomes for children with ADHD. This research follows two interrelated pathways: a) identifying internal and contextual strengths/assets that contribute to resiliency and positive outcomes for some youth with ADHD within a positive youth development framework, and b) understanding neurocognitive factors that contribute to ADHD behavioral symptoms and functional impairments. The long-term goal of these interrelated lines of investigation is to further our understanding of relationship between underlying neurocognitive factors and associated behavioral and functional outcomes, and translating this knowledge into effective, efficacious, and strengths-based interventions for children with ADHD. His recent experimental work suggests that underdevelopment in key components of working memory appear to underlie many of the hallmark features of ADHD, including inattentive behavior, hyperactivity, impulsivity, response variability, social problems, and behavioral disinhibition. He is currently working to translate these findings into a novel, non-pharmacological intervention with the potential for sustained, generalized improvements in functioning across settings.



Current Research

Dr. Kofler is particularly interested in working with students who have a keen desire to learn, are highly motivated, tenacious, wish to specialize in clinical child psychology, possess the ability to excel in quantitative research, and seek academic careers as professionals.



Selected Publications

Articles

Kofler, M. J., Alderson, R. M., Raiker, J. S., Bolden, J., Sarver, D. E., & Rapport, M. D. (2014). Working Memory and Intraindividual Variability as Neurocognitive Indicators in ADHD: Examining Competing Model Predictions. Neuropsychology.

Rapport, M.D., Orban, S.A., Kofler, M. J., & Friedman, L.M. (2013). Do programs designed to train working memory, other executive functions, and attention benefit children with ADHD? A meta-analytic review of cognitive, academic, and behavioral outcomes. Clinical Psychology Review.

Kofler, M. J., Rapport, M.D., Sarver, D.E., Raiker, J.S., Orban, S.A., Friedman, L.M. & Kolomeyer, E.G. (2013). Reaction time variability in ADHD: A meta-analytic review of 319 studies, Clinical Psychology Review, doi: 10.1016/j.cpr.2013.06.001.

Bolden, J., Rapport, M.D., Raiker, J.S., Sarver, D.E., & Kofler, M. J. (2012). Understanding phonological memory deficits in boys with attention-deficit/hyperactivity disorder (ADHD): Dissociation of short-term storage and articulatory rehearsal processes. Journal of Abnormal Child Psychology, 40, 999-1011.

Raiker, J.S., Rapport, M.D., Kofler, M. J., & Sarver, D.E. (2012). Objectively-measured impulsivity and attention-deficit/hyperactivity disorder (ADHD): Testing competing predictions from the working memory and behavioral inhibition models of ADHD. Journal of Abnormal Child Psychology, 40, 699-713.

Sarver, D.E., Rapport, M.D., Kofler, M. J., Scanlan, S.W., Raiker, J.S., Altro, T.A., & Bolden, J. (2012). Attention problems, phonological short-term memory, and visuospatial short-term memory: Differential effects on near- and long-term scholastic achievement. Learning and Individual Differences, 22, 8-19.

Alderson, R.M., Rapport, M.D., Kasper, L.J., Sarver, D.E., & Kofler, M. J. (2012). Hyperactivity in children with attention-deficit/hyperactivity disorder (ADHD): The association between deficient behavioral inhibition, attentional processes, and objectively measured activity. Child Neuropsychology, 18, 487-505.

Kofler, M. J., Rapport, M.D., Bolden, J., Sarver, D.E., Raiker, J.S., & Alderson, R.M. (2011). Working memory deficits and social problems in children with ADHD. Journal of Abnormal Child Psychology, 39, 805-817.

Alderson, R.M., Rapport, M.D., Hudec, K., Sarver, D.E., & Kofler, M. J. (2010). Competing core processes in attention-deficit/hyperactivity disorder (ADHD): Do working memory deficiencies underlie behavioral inhibition deficits? Journal of Abnormal Child Psychology, 38, 497-507.

Kofler, M. J., Rapport, M.D., Bolden, J., Sarver, D.E., & Raiker, J.S. (2010). ADHD and working memory: The impact of central executive deficits and exceeding storage/ rehearsal capacity on observed inattentive behavior. Journal of Abnormal Child Psychology, 38, 149161.


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