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Clinical, Faculty
Kofler'

Dr. Michael Kofler


University of Central Florida, 2010

Assistant Professor

   
 
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Dr. Kofler will be accepting a graduate student for Fall 2019 admission.

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


Kofler, M.J., Sarver, D.E., Harmon, S.L., Moltisanti, A., Aduen, P.A., Soto, E.F., & Ferretti, N. (in press). Working memory and organizational skills problems in ADHD. Journal of Child Psychology and Psychiatry.

Raiker, J.S., Freidman, L.M., Orban, S.A., Kofler, M.J., Sarver, D.E., & Rapport, M.D. (in press). Phonological working memory deficits in ADHD revisited: The role of lower-level information processing deficits in impaired working memory performance. Journal of Attention Disorders.

Kofler, M.J., Sarver, D.E., Spiegel, J.A., Day, T.N., Harmon, S.L., & Wells, E.L. (2016). Heterogeneity in ADHD: Neurocognitive predictors of peer, family, and academic functioning. Child Neuropsychology.

Kofler, M.J., Raiker, J.S., Sarver, D.E., Wells, E.L., & Soto, E.F. (2016). Is hyperactivity ubiquitous in ADHD or dependent on environmental demands? Evidence from meta-analysis. Clinical Psychology Review.

Kofler, M.J., Larsen, R., Tolan, P.H., & Sarver, D.E. (2015). Developmental trajectories of aggression, prosocial behavior, and social-cognitive problem solving in emerging adolescents with clinically elevated attention-deficit/hyperactivity disorder symptoms. Journal of Abnormal Psychology, 124, 1027-1042.

Cox, S.M., Cox, D.J., Kofler, M.J., Moncrief, M.A., Johnson, R.J., Lambert, A.E., Cain, S.A., & Reeve, R.E. (in press). Driving simulator performance in novice drivers with autism spectrum disorder: The role of executive functions and basic motor skills. Journal of Autism & Developmental Disorders.

Kofler, M.J., Sarver, D.E., & Wells, E.L. (2016). Working memory and increased activity level (hyperactivity) in ADHD: Experimental evidence for a functional relation. Journal of Attention Disorders, in press.

Sarver, D.E., Rapport, M.D., Kofler, M.J., Raiker, J.S., & Friedman, L.M. (2015). Hyperactivity in attention-deficit/hyperactivity disorder (ADHD): Impairing deficit or compensatory behavior? Journal of Abnormal Child Psychology, in press.

Aduen, P.A., Kofler, M.J., Cox, D.J., Sarver, D.E., & Lunsford, E. (2015). Motor vehicle driving in high incidence psychiatric disability: Comparison of drivers with ADHD, depression, and no known psychopathology. Journal of Psychiatric Research, in press.

Chacko, A., Kofler, M.J., & Jarrett, M. (2014). Neurocognitive training to improve outcomes for youth with ADHD: A conceptual framework for combined neurocognitive and skill-based treatment approaches. Clinical Child and Family Psychology Review, 17, 368-384.

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.


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