Resume

• 2009

  English

  Master of Science (M.S.)

  Master's Thesis: Inference Generation and Story Comprehension of Children with ADHD

  Experimental Psychology

  University of Kentucky

• 2005

  Bachelor of Arts (B.A.)

  Minor in History\nAwarded the Gemelli Award in Psychology (Departments Honorary Student of the Year)\nDean's List: Fall 2005-Spring 2009

  Psychology

  President of Psi Chi Honors Society (2008-2009)

  Franciscan University of Steubenville

  Cum Laude

  LearnQuest IBM Cognos Workspace Advanced Author Self-Service Reports

  IBM

• Cognos Workspace Advanced

  SAS

  Supervisory Skills

  Statistics

  Access

  Social Network Analysis

  Oracle SQL Developer

  Literature Reviews

  Data Coding

  Statistical Data Analysis

  Data Analysis

  Experimentation

  Cognos Report Studio

  Relational Databases

  Microsoft Office

  Qualitative Research

  Public Speaking

  SPSS

  Research Design

  Organization

  Inference Generation and Story Comprehension Among Children with ADHD

  Richard Milich

  Elizabeth Lorch

  Angela Hayden

  Academic difficulties are well-documented among children with ADHD. Exploring these difficulties through story comprehension research has revealed deficits among children with ADHD in making causal connections between events and in using causal structure and thematic importance to guide recall of stories. Important to theories of story comprehension and implied in these deficits is the ability to make inferences. Often

  characters’ goals are implicit and explanations of events must be inferred. The purpose of the present study was to compare the inferences generated during story comprehension by 23 7– to 11-year-old children with ADHD (16 males) and 35 comparison peers (19 males). Children watched two televised stories

  each paused at five points. In the experimental condition

  at each pause children told what they were thinking about the story

  whereas in the control condition no responses were made during pauses. After viewing

  children recalled the story. Several types of inferences and inference plausibility were coded. Children with ADHD generated fewer of the most essential inferences

  plausible explanatory inferences

  than did comparison children

  both during story processing and during story recall. The groups did not differ on production of other types of inferences. Group differences in generating inferences during the think-aloud task significantly mediated group differences in patterns of recall. Both groups recalled more of the most important story information after completing the think-aloud task. Generating fewer explanatory inferences has important implications for story comprehension deficits in children with ADHD.

  Inference Generation and Story Comprehension Among Children with ADHD

  Jessica

  Van Neste

  University of Kentucky

  Franciscan University of Steubenville

  North Dakota Department of Human Services

  Design and conduct laboratory sections of psychology courses

  including Introduction Psychology (2009-2010) and Statistics (2012-2013). Responsibilities include but are not limited to designing lab meetings

  grading homework and exams

  holding office hours

  tutoring students.

  University of Kentucky

  Grading Assistant

  Assist lecture professors by grading and providing feedback for exams

  written papers

  and homework under the direction of course professor. Experience includes Developmental Psychology

  Personality

  and Brain & Behavior.

  University of Kentucky

  Research Assistant

  Design

  conduct

  and analyze ongoing scientific research in areas of Developmental Psychology. Includes supervisory role for undergraduate research assistants. Projects to date include: mediators of social deficits of children with ADHD (IES funded grant)

  story comprehension and inference generation of children with ADHD

  and science education using control of variables

  University of Kentucky

  Data Scientist

  Provide Data Analytic and Business Intelligence Support to the North Dakota Department of Human Services. Activities include: analyzing data to assist in business driven decisions

  consulting and providing research methodologies and technical assistance

  developing visual data summaries/dashboards

  developing and analyzing survey instruments.

  North Dakota Department of Human Services

  Undergraduate Research and Teaching Assistant

  Provide assistance and hold office hours for tutoring for Psychology Statistics and and Research Methods I and II.

  Franciscan University of Steubenville