Dissertationen: „Attention-Deficit“

1

Knipp, Diana Kathleen. „Teens' Perceptions About Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder Medications and Adaptation to Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder“. Thesis, Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1312%5F1%5Fm.pdf&type=application/pdf.

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2

Marks, Lori J. „Attention Deficit Disorders“. Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/3575.

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3

Wood, David L. „Attention Deficit & Hyperactivity Disorder“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/5177.

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4

Graham, Linda Jayne. „Schooling attention deficit hyperactivity disorders“. Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16529/1/Linda_Jayne_Graham_Thesis.pdf.

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This thesis effects a (dis)ordered look as a disordered construct. A Thesis by Publication format has been employed, where instead of a traditional linear argument: A + B = Conclusion, this work follows a cartographical route - instead of traditional thesis chapters, there are scholarly journal articles. Whilst related, these papers each concentrate on different threads of the problem that we currently call "Attention Deficit Hyperactivity Disorder". Connected by short linking summaries, they constitute a cartographic survey utilising Foucault's (1977; 2003b) notion of a discursive/technological grid to examine "ADHD" as a discursive formation and schooling as a system of formation of "disorderly" objects.

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5

Graham, Linda Jayne. „Schooling attention deficit hyperactivity disorders“. Queensland University of Technology, 2007. http://eprints.qut.edu.au/16529/.

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This thesis effects a (dis)ordered look as a disordered construct. A Thesis by Publication format has been employed, where instead of a traditional linear argument: A + B = Conclusion, this work follows a cartographical route - instead of traditional thesis chapters, there are scholarly journal articles. Whilst related, these papers each concentrate on different threads of the problem that we currently call "Attention Deficit Hyperactivity Disorder". Connected by short linking summaries, they constitute a cartographic survey utilising Foucault's (1977; 2003b) notion of a discursive/technological grid to examine "ADHD" as a discursive formation and schooling as a system of formation of "disorderly" objects.

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6

Beaven, Alexandra. „Attention deficit hyperactivity disorder : reframing 'deficit' as creative strength“. Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/347117/.

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Creative ideas are those that are both novel and useful. Creativity is considered to be a valuable social resource, which has supported the development of society in myriad domains. It has been suggested that behavioural indicators of creativity overlap with symptoms of Attention Deficit Hyperactivity Disorder (ADHD). Indeed, there is some preliminary evidence to suggest that individuals with ADHD may be more creative than individuals without ADHD. The first chapter of this thesis outlines the relevant research and theory and presents the ‘creative advantage hypothesis’. Specifically it is argued that defocused attention in individuals with ADHD increases the likelihood of unusual associations forming, thus increasing the likelihood of creative responses. The potential mediating roles of inhibition and delay aversion are also discussed. The second chapter of this thesis describes a study designed to test predictions of the creative advantage hypothesis. Parents of pupils in Year 8 were asked to rate their child’s level of inattentiveness and hyperactivity. Sixty six pupils completed a measure of figural creativity, inhibition and delay aversion in school. ADHD symptoms predicted creativity scores on one aspect of creativity, originality, and this effect was found in boys only. Inhibition and delay aversion were not found to mediate the relationship between ADHD symptomology and creativity in boys. Limitations and implications for Educational Psychologists and teachers are also discussed.

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7

McBee, Ralph L. „Validation study of the Attention deficit scale for adults in diagnosing attention deficit hyperactivity disorders“. Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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8

Marks, Lori J. „Reading Instruction for Students with Attention Deficit Disorders (ADD) and Attention Deficit with Hyperactivity (ADHD)“. Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/3712.

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9

Choi, Poi-ki, und 蔡博麒. „The role of divided attention and selective attention in time perception deficit of children with attention deficit hyperactivity disorder (ADHD)“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/196502.

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Time deficit in people with ADHD has been consistently found, but the underlying mechanism remains unclear. The present study aimed to investigate whether divided attention and selective attention are the causes for the deficit; and whether duration judgment performance was related to everyday temporal behaviour. 20 children with ADHD and 23 control children (mean age = 9 years 5 months) matched on age and IQ with no significant difference in working memory were tested. Experiment 1 used retrospective and prospective paradigms with arithmetic tasks. We compared time reproduction and arithmetic performances of the two groups across paradigms and found the expected interaction on the arithmetic performance but not the main effects of group or paradigm, and the interaction on time reproduction. Experiment 2 consisted of different event structures with simple motor tasks. We compared time reproduction of the two groups across structures and found the expected main effect of group and interaction effect but not main effect of structures. Furthermore, our results only provided limited support for the relationship between duration judgment and everyday temporal behaviour. The present findings suggest that aspects of attention remains promising as potential causes for time deficit in ADHD.
published_or_final_version
Educational Psychology
Master
Master of Social Sciences

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10

Mertig, Daniel A. „Causes of attention deficit hyperactivity disorder“. Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000mertigd.pdf.

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11

Cissell, Gayla. „An Investigation of Visual Attention in Attention-Deficit Hyperactivity Disorder“. TopSCHOLAR®, 1994. http://digitalcommons.wku.edu/theses/935.

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What is known as Attention-deficit Hyperactivity Disorder (ADHD) today has been known by other titles in the past such as minimal brain dysfunction and Hyperkinetic Reaction of Childhood. These label changes represented the change in knowledge and understanding of the disorder over time. Today, it is thought that a main component to the disorder is an attention deficit. The problem is that of yet, the cause of this deficit has not been identified. In an attempt to further understand this disorder, visual attention studies are being conducted. Following this lead, the Visual Attention Analyzer was used to investigate a link between ADHD and visual attention. As the UFOV™ had never been used as a measure of visual attention in children, two studies were performed. The first study was to establish the UFOV™ Visual Attention Analyzer as a reliable measure of visual attention in children. It was found using the test-retest method that the UFOV™ is a test of moderate reliability for six and seven year olds. As there was little variability in the eight to fifteen year olds' performance, the Pearson correlation coefficient was truncated, producing a low reliability score. When the discrepancy in pre and post composite scores were examined, in this regard, it was found that the UFOV™ was actually a more reliable measure for the older children than the younger children. With the question concerning the reliability of the UFOV™ as a measure of visual attention in children answered, the second study addressed primarily whether there was a difference between children with Attention-Deficit Hyperactivity Disorder (ADHD) characteristics and normal childrens' performance of the UFOV™ tasks. Based on the most stringent definition of ADHD used in the study, the UFOV™ did not discriminate between the seven year old children with ADHD characteristics and normal children. It did discriminate between the eight through twelve year old children with ADHD characteristics and normal children.

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12

Nilsson, Kenny. „Common Treatments of Attention/Deficit Hyperactivity Disorder“. Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-6107.

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Attention-deficit/hyperactivity disorder (ADHD) is a well-known and much debated neurological disorder. The core symptoms consist of a lacking ability to maintain focus, hyperactivity and a motoric restlessness. It is a neurological disorder, with its causes under much debate, although this essay identifies some important brain areas and transmitter systems. The aim of this essay is to give an overview of the available treatments for children with ADHD in the form of the two largest groups of treatments; pharmacological treatments and psychosocial treatments. The conclusion found is that pharmacological treatments are more effective at reducing the core symptoms of ADHD, while psychosocial treatments are more effective at improving the development of social functioning, suggesting a combination to be the superior choice.

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13

Panich, Darrell James. „Motor patterns in attention deficit hyperactivity disorder“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq22651.pdf.

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14

Corkum, Penny. „Attention-deficit/hyperactivity disorder and sleep problems“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0015/NQ45712.pdf.

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15

John, Shonna Claudelle Francis. „Story retelling and Attention Deficit Hyperactivity Disorder“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ63061.pdf.

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16

Glen, Tamara. „Exploring perceptions of attention deficit hyperactivity disorder“. Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100611.

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The articles presented in this thesis examined issues of identification and perception of Attention Deficit Hyperactivity Disorder (ADHD) in a sample of 38 boys with ADHD and 43 comparison boys without ADHD. The boys were recruited from local schools in the Montreal area as well as through the community. In Article 1, the positive illusory bias was explored in the area of attention using two different tasks in order to improve our understanding of the self-perceptions of boys with ADHD. Some evidence for positive illusions was found in that boys with ADHD estimated performance at the same level as the comparison group despite performing significantly worse. Additionally, on the Conners' Continuous Performance Test-II (C-CPT-II), significantly more boys with ADHD overestimated their performance than comparison boys. However, because the majority of the boys underestimated their performance, it is suggested that in unfamiliar situations boys with ADHD do not exhibit positive illusions to the same extent as in familiar situations. In Article 2, the perceptions of ADHD reported by others were examined in relation to an objective measure of attention. Through this, the validity of the C-CPT-II was also examined. Parent and teacher ratings of boys with ADHD were compared to boys' performance on the C-CPT-II. Parents completed the Conners' Parent Rating Scale-Revised (CPRS-R) and the Child Behavior Checklist (CBCL) and teachers completed the Conners' Teacher Rating Scale-Revised (CTRS-R). While both parent and teacher ratings on the CPRS-R and the CTRS-R respectively showed significant correlations with performance, teachers' ratings had the highest correlations with the errors of the C-CPT-II. Only the externalizing total T score rating on the CBCL was correlated with performance on the C-CPT-II. Additionally, boys with ADHD performed significantly more poorly than comparison boys on the C-CPT-II. However, there was no significant difference between the performance of boys with ADHD and boys with learning disabilities or between boys with learning disabilities and comparison boys. Using discriminate function analysis, the C-CPT-II was able to correctly classify 72% of the participants into either an ADHD or comparison group. The final discussion centres on this research programme's contribution to the field.

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17

Williams, Jonathan Owen Heaton. „Causal networks in attention deficit / hyperactivity disorder“. Thesis, King's College London (University of London), 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.479390.

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18

Lensch, Carol. „Making Sense of Attention Deficit/Hyperactivity Disorder“. Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/29308.

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In recent years there has been a notable increase in the number of students being identified with Attention Deficit/Hyperactivity Disorder (AD/HD) in American schools. Although there is a tremendous amount of research being done in the area of AD/HD, parents, educators and individuals with AD/HD are ill-equipped to deal with the demands of the disorder. Only through extensive research and a better understanding of what AD/HD is can we expect to develop more effective means of dealing with AD/HD on a daily basis at home and in school.

The primary purpose of this book is to bridge the gap between research knowledge and the knowledge in use by educators on AD/HD. The book is a review and interpretation of selected studies on the causes, co-occurrence with other disorders, diagnosis, and treatments of AD/HD. It provides the reader with the opportunity to gain an understanding of AD/HD for making mindful, informed decisions on approaches best suited to meet the challenges presented by this disorder.

Five misconceptions are identified and refuted by research presented in chapters two through five. The findings of these studies lend support to: (a) a genetic and environmental basis for AD/HD; (b) a comorbid and hetergeneous nature to the disorder; (c) a need for educators to approach AD/HD from an educational perspective; (d) the need to consider a variety of interventions in addition to medication for the treatment of AD/HD; and (e) the unique response to interventions by individuals with AD/HD.

In conclusion, educators are seeking information on this disorder because they are faced with an ever-increasing number of students with AD/HD, and they want to effectively meet the needs of this growing population of children. The emphasis in chapter six is on using a collaborative team approach, involving all persons who have an impact on the life of the student with AD/HD. Only through knowledge, understanding, and collaboration can educators be empowered to do the job that so desperately needs to be done.

Ph. D.

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19

Ashbrook, Richard McBride. „Memory organization in attention deficit disorder children“. The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371733849.

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20

O'Neill, Michael J. „Attention-deficit/hyperactivity disorder a closer look /“. Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999oneill.pdf.

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21

Husted, Kathryn Anne. „Attention deficit hyperactivity disorder : age group comparisons /“. free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953867.

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22

Silverman, Andrew Flint. „Disinhibition, memory, and attention deficit hyperactivity disorder /“. Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3055244.

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23

Hill, Jemma. „Attention training and the Positive Illusory Bias in Attention Deficit Hyperactivity Disorder“. Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/attention-training-and-the-positive-illusory-bias-in-attention-deficit-hyperactivity-disorder(0b136c3a-52fc-42e1-96e4-8ed15242cd0a).html.

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Paper 1 provides a systematic review on the association between children over-rating their competence, termed Positive Illusory Bias (PIB), and Attention deficit hyperactivity disorder (ADHD). The evidence towards this construct was examined, in addition to its environmental specificity and modifiability. Findings confirmed an association between PIB and ADHD, with most studies evidencing higher discrepancies between self and adult ratings of competence in children with ADHD compared to controls. The nature and magnitude of this association was less clear however, with some of these studies showing absolute ratings of children to be similar to controls, and a PIB only evidenced when adults were used as objective evaluators, not actual performance. Thus the review was unable to discount the idea that the PIB may, in part, be a function of the system around children with ADHD under-estimating their abilities. Clinical implications are discussed. Paper 2 presents an investigation into the efficacy and feasibility of a metacognitive therapy technique, Attention Training (ATT) in children with ADHD. A novel intervention in this population, the study employed a single case series design, followed by an uncontrolled trial, both with a 6-week follow up. A total of 16 children aged 7-11 under the care of a children and adolescent mental health service received 5 sessions of the ATT. Findings revealed that children rated their attention as significantly improved, despite no statistical improvement found on parent ratings. Significant improvements were also shown in working memory and other aspects of executive functioning. Adherence to home practice of the ATT was generally poor, but session attendance was good and the treatment was well-liked by parents. Clinical implications and directions for future research are indicated. Paper 3 is a critical reflection of the research process. Reflections on paper 1 and 2 are given, including limitations and clinical implications. The impact of the research process on my personal development and learning is also discussed.

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Lavorata, Christina M. „Attention deficit hyperactivity disorder families choosing alternate management approaches /“. Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1956.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains v, 160 p. Includes abstract. Includes bibliographical references (p. 151-160).

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Campbell, Richard Alan. „Attention Deficit-Hyperactivity Disorder and Undifferentiated-Attention Deficit Disorder: Differences in Cognitive and Affective Characteristics and Responses to Stimulant Medication“. DigitalCommons@USU, 1991. https://digitalcommons.usu.edu/etd/6029.

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The cognitive and affective characteristics and responses to stimulant medication of children who were diagnosed as having attention deficit-hyperactivity disorder (AD-HD) or undifferentiated-attention deficit disorder (UADD) were investigated using a pretest-posttest experimental design. Nineteen AD-HD and 17 UADD children were compared using unpaired t-tests, prior to initiation of stimulant medication, on measures of intellectual functioning, impulsivity, problem behavior, and self-reported depression and self-esteem. Children from both the AD-HD (n = 12) and UADD (n = 12) groups were then compared before and after a 3-month trial of stimulant medication on measures of impulsivity, problem behavior, and self-reported depression and self-esteem using repeated measures analyses of variance. No significant differences were found between groups in cognitive ability, impulsivity, depression, self-esteem, anxiety, peer relationships, or social withdrawal. AD-HD children were found to exhibit more hyperactive, aggressive, and delinquent problem behavior. Significant improvement was found in both groups in self-reported depression and self-esteem following a trial of stimulant medication. A trial of stimulant medication was found to reduce hyperactive problem behavior in AD-HD children. Stimulant medication had a beneficial effect on peer relationships and aggressive problem behavior in UADD children but did not produce similar positive effects in AD-HD children. These results are discussed as in relationship to the issue of whether AD-HD and UADD are separate syndromes and to the previous literature regarding attention deficit disorder with hyperactivity (ADD/H) and attention deficit disorder without hyperactivity (ADD/WO). Ramifications regarding appropriate treatment are also discussed.

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Sanchez, Gilberto Lian Ming-Gon John. „Relationship between a diagnostic category for children with ADHD and each of ethnicity and socioeconomic status“. Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633425.

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Thesis (Ed. D.)--Illinois State University, 1996.
Title from title page screen, viewed May 25, 2006. Dissertation Committee: Ming-Gon John Lian (chair), Jeff Bakken, Thomas E. Caldwell, Kenneth H. Strand, Mark E. Swerdlik. Includes bibliographical references (leaves 94-106) and abstract. Also available in print.

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27

Banila, Beatrice. „Attention-deficit hyperactivity disorder, medication and substance abuse“. Thesis, University of Skövde, School of Humanities and Informatics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-614.

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Attention-Deficit Hyperactivity Disorder, (ADHD), is an established childhood psychiatric disorder, and it is the present diagnosis for children with major difficulties in the core symptoms; impulsiveness, attention and hyperactivity. The disorder is known to persist into adulthood and create major problems in coping with everyday life. With ADHD follows a vast variety of other conditions, which burdens the ADHD individuals even more. The major cause for the disorder is in heritage but also other possible explanations will be discussed. The main treatment for ADHD is psycho stimulants, such as methylphenidate and amphetamine. ADHD is associated with substance abuse and several articles in this essay will provide support for that. Is substance abuse in ADHD individuals a form of self-medication in order to ameliorate the symptoms or is the increased risk for substance abuse due to the stimulant medications? In this essay, I will describe what ADHD is, present what are its known causes, summarize the treatments available for ADHD, and discuss the relationships between ADHD and substance abuse.

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28

Kostura, Dwayne David. „Identification of attention deficit/hyperactivity disorder, combined type“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0015/NQ47896.pdf.

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29

Murphy, Patricia Anne. „Studies of attention deficit hyperactivity disorder in adults“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0027/NQ49958.pdf.

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30

Bain, Jody L. „Language development in children with attention deficit disorder“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ52751.pdf.

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31

Carducci, Christina A. „Attention deficit hyperactivity disorder (ADHD) and gender differences /“. Online version of thesis, 2009. http://hdl.handle.net/1850/10851.

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32

Beck, Carina Ann. „Bilingualism, Executive Function, and Attention Deficit/hyperactivity Disorder“. OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1555.

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In an era where the diagnosis of attention deficit/hyperactivity disorder (ADHD) is as high as 7% in school-aged children, the search for causes and preventions has never been more important. Current research indicates a positive relationship between bilingualism, particularly native bilingualism, and executive function in normally developing individuals. This study served to examine the potential relationship between bilingual education in a public school setting and the presence of ADHD symptoms in that school's students. This was a comparative analysis of students in a South Florida School District's two-way immersion program with the national average in terms of frequency of ADHD symptoms using the NICHQ Vanderbilt Assessment Scale and the Swanson, Nolan, and Pelham (SNAP). The results did not show any significant differences between groups in terms of language history, gender, race, or family structure.

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Wood, David L. „Clinical Overview of Attention Deficit and Hyperactivity Disorder“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5147.

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Book Summary: While much needs to be done in order to minimize the suicide attempts and suicides of adolescents, the work of Stop Youth Suicide (SYS) campaign and the comprehensive grassroots' approach is showing signs of success in the state of Kentucky. The 2013 national Youth Risk Behavior Survey (YRBS) showed that for the first time, indicators of youth suicide in the state are at or below the national average, where they were previously always above. In the three rural counties where the school systems have partnered with SYS and the Division of Adolescent Medicine in Lexington, there is an actual absence of completed suicides compared to the average of three per year prior to this partnership. In order to maintain and improve that statistic, we must ensure that students do not have easy access to weapons, guns and drugs by ensuring that these items are properly stored in homes where children are present. Kentucky's educators must continue to develop ways to provide safe and supportive school environments. In this book, the authors have gathered presentations from the 2017 Annual Stop Youth Suicide Campaign Conference, which we hope will be of interest and help to the readers.

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Haycock, Anna Cornelia. „Attention-deficit / hyperactivity disorder and low birth weight“. Thesis, University of Limpopo, 2004. http://hdl.handle.net/10386/2045.

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35

Evert, Brittany. „Attention deficit hyperactivity disorder (ADHD) in the schools alternative interventions for school counselors /“. Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009evertb.pdf.

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36

Wright, Gloria Sunnie Isabel. „The medicalization of behaviour in children diagnosed as having attention deficit hyperactivity disorder (ADHD)“. Thesis, The University of Sydney, 2010. https://hdl.handle.net/2123/28871.

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In recent decades, Attention Deficit Hyperactivity Disorder (ADHD) has achieved a high profile in academic and popular culture alike, evidenced in several competing perspectives across a variety of sectors. As the social processes at work in objectifying a child as ‘ADHD’ are not well understood, this dissertation draws on the tenets of the sociology of mental health to explore the diagnostic mechanism by which social forces encapsulated in medical, family and educational agencies synergize to construct ADHD. In short, this study aims to examine the social processes by which a child ‘like any other’ comes to be understood as ‘being ADHD’. Despite the dominance of biochemical and neurological explanations of ADHD and in the absence of pathological evidence, the identification of ADHD predominantly relies on individualistic interpretations of human behaviour. One view gaining attention is that ADHD is situated within a broad global trend that redefines perceived ‘abnormal’ social behaviours and non-medical problems as illnesses and mental disorders requisite of medical intervention. It is argued that the mounting categorization of children as mentally disordered and the escalating use of psychotropic medication alongside images of deviant adult-ADHD behaviour contextualizes the ADHD phenomena as a contemporary moral panic worthy of further investigation.

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Murray, Emmanuella K. „"Don't give up on them" : managing attention deficit hyperactivity disorder in schools - what teachers and parents believe and know /“. Murdoch Research Repository, 2009. http://researchrepository.murdoch.edu.au/1667.

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Mangione, Christy L. Landau Steven E. „Boys with ADHD in frustrating peer competition towards a theory of behavioral disinhibition and emotional reactivity /“. Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064483.

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Thesis (Ph. D.)--Illinois State University, 2001.
Title from title page screen, viewed April 6, 2006. Dissertation Committee: Steven Landau (chair), David F. Patton Barone, Thomas Critchfield, Laura A. Berk, Brian Wilkinson. Includes bibliographical references (leaves 87-96) and abstract. Also available in print.

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Stuttgen, Wendy. „Teachers' understanding of science and ADHD“. Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006stuttgenw.pdf.

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40

O'Reilly, Seamus Kelly. „Teaching students with ADHD“. Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/O'Reilly_S%20MITthesis%202007.pdf.

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41

Miller, Alyssa N. „Attention-deficit/hyperactivity disorder in children : the effective treatment options available /“. Lynchburg, VA : Liberty University, 2007. http://digitalcommons.liberty.edu.

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42

Kedrowski, Ann M. „Teacher and counselor collaboration to support the development of ADD/ADHD students an analysis of variance between elementary, middle, and high school levels /“. Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999kedrowski.pdf.

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43

Jenkins, Kristal D. „ADHD assessment practices used by general practitioners, pediatricians, psychiatrists, and psychologists in West Virginia“. Click here for online access, 2008. http://www.marshall.edu/etd/descript.asp?ref=908.

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Klimkeit, Ester Ivonne 1975. „Studies of attention and motor function in children with Attention Deficit Hyperactivity Disorder (ADHD)“. Monash University, Dept. of Psychology, 2002. http://arrow.monash.edu.au/hdl/1959.1/8147.

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45

McLaren, Tom. „Assessing attentional disorders using cognitive and neuropsychological measures“. Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/897471.

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The purpose of this study was to explore the relative importance of cognitive and neuropsychological measures in the diagnosis of Attentional disorders. The Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Halstead Reitan Test Battery for Children (HNTB-C) were examined to assess their independent and shared contribution to the prediction of variance of Factor I (Undiscipline/Poor Self Control) of the Personality Inventory for Children.Subjects for this study were 100 9 to 14 year old boys and girls referred to an outpatient psychological assessment clinic. Question 1 examined the ability of the Freedom from Distractibility factor (FD) and the individual scales of the WISC-R to predict variability in the PIC Factor I. Results showed that the FD factor did not predict any variance in Factor I, however, the individual scales of the WISC-R accounted for 14% of variance in Factor I of the PIC. Question 2 examined the variability accounted for by selected tests of the Halstead-Reitan Neuropsychological Test Battery for Children (HNTB-C) beyond that provided by the WISC-R. It was found that the HNTB-C accounted for 10% of the variability of Factor I of the PIC beyond that found with the FD scale or the individual scales of the WISC-R. The tests of the HNTB-C when examined without the WISC-R accounted for 17% of the variability in the PIC Factor I. Implications for use of neuropsychological measures in assessment of attentional disorders and lack of reliability of traditional cognitive measures were discussed.
Department of Educational Psychology

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46

Saydam, Reyhan. „Executive Functions In Children With Attention Deficit / Hyperactivity Disorder“. Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608885/index.pdf.

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Aim of the present study was to evaluate executive functions (EF) such as inhibition, planning, working memory, set-shifting in children with Attention Deficit / Hyperactivity Disorder (ADHD) via comparison of three ADHD subtype groups (ADHD-I, ADHD-C and ADHD-Comorbid) and a normal control group. Participants consist of 147 children. Total of 111 children were assigned into the ADHD groups of the study. Thirty seven children (5 girl and 32 boys) were assigned into the ADHD-Inattentive group, thirty seven children (6 girls and 31 boys) were assigned into the ADHD-Combined group
and thirty seven children (4 girls and 33 boys) were classified as ADHD-Comorbide group (ADHD-C with Oppositional Defiant Disorder consists of 4 girls and 31 boys, and/or Conduct Disorders consists of 2 boys). Thirty six children (6 girls and 30 boys
age range: 7- 12) were assigned as control group by matching with the ADHD groups according to the WISC-R Full Scale IQ score, sex and age. Conner&rsquo
s Parental and Teacher Rating Scales, Child Behavior Check List and Wechsler Intelligence Scale Revised, Tower of London Test, Wisconsin Card Sorting Test, Stroop Color Word Test, Cancellation Task, Trail Making Test, California Verbal List Test for Children, Verbal Fluency Test, Continuous Performance Test, Go-No-Go Task and Bender-Gestalt Test were used for the assessment of children. The data were analyzed by one-way within subject ANOVA for all dependent variables measured by the assessment tools. Additionally discriminant function analyses were conducted to determine the variables that differentiate the three ADHD groups and control group. Outcome of study indicated that subjects in ADHD-Comorbid group had more severe Executive Function (EF) deficits than subjects in ADHD-I and ADHD-C group. The findings were discussed in the light of the literature.

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Ridenour, Donna. „School Psychologists' Assessment Practices of Attention-Deficit Hyperactivity Disorder“. TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/316.

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Two million school-age children are believed to manifest symptoms of Attention-Deficit Hyperactivity Disorder (ADHD). In recent years, educators have increasingly been called upon to provide services to children with ADHD either through special education or through Section 504. Much has been written describing "best practices" for the assessment of children with ADHD. Little is known, however, about what roles school psychology practitioners are taking with regard to ADHD. The purpose of this research was to determine common ADHD assessment practices of school psychologists and how they relate to practices recommended in the literature. A survey was developed and sent to a randomly selected national sample of 400 school psychology practitioners. The results of the research indicate that, in general, school psychologists are using a multi-method approach that includes appropriate assessment techniques. Based on the results of the survey, it is concluded that an increased emphasis, however, is needed on assessment methods such as interviews, rating scales, and systematic observations. The results also indicate that school psychologists should rely less on methods such as behavior during standardized testing, projectives, and pattern analysis. With regard to interventions, more monitoring of the behavioral effects of medication needs to be done and more systematic interventions should be implemented.

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Juanola-Borrat, Yolanda. „Causal attributions in children with attention deficit hyperactivity disorder“. Thesis, University of Warwick, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397020.

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Farrow, Maree J., und maree farrow@med monash edu au. „Brain electrical activity topography in attention-deficit/hyperactivity disorder“. Swinburne University of Technology, 2003. http://adt.lib.swin.edu.au./public/adt-VSWT20050406.141958.

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Attention-deficit/hyperactivity disorder (ADHD) is a common childhood psychiatric disorder characterized by developmentally inappropriate levels of inattentiveness, impulsivity and hyperactivity. Current theories of ADHD cite evidence from neuropsychological and brain imaging studies suggesting that abnormalities in the structure and function of the frontal lobes and connected brain regions are associated with impaired behavioural inhibition, constituting the primary deficit in ADHD. While most reviewers conclude that neuropsychological studies have failed to find specific deficits in various aspects of attention in ADHD, poor performance on attentional tasks, including the continuous performance task (CPT), is a common finding and previous electrophysiological studies suggest evidence of impaired attentional processing. This study aimed to investigate the cortical activity associated with attentional processes in children with and without ADHD, using steady-state probe topography (SSPT). Seventeen boys diagnosed with ADHD and seventeen age matched control boys participated. Changes in the amplitude and latency of the steady-state visually evoked potential (SSVEP) associated with correct responses to targets in the �X� and �AX� versions of the CPT were examined. At critical time points in both tasks, the control group demonstrated SSVEP changes suggesting increased activation and increased speed of neural processing. These effects occurred predominantly in medial frontal, right prefrontal, right parietal and occipital regions, suggesting enhanced activity in regions previously shown to be involved in attentional processes. The ADHD group demonstrated much smaller increases in activation and processing speed in frontal regions and predominantly reduced activation and slower processing in parieto-occipital regions. Group differences suggesting reduced activity in the ADHD group were observed in response to the presentation of both cues and targets, as well as in the intervals leading up to target presentation, especially in the cued CPT-AX. These results suggest that processing of task relevant stimuli as well as preparatory and motor processes may be associated with dysfunctional activation of brain networks of attention in ADHD, involving deficits in both frontal and parietal cortical regions. These regions may also be involved in the maintenance of information required for correct task performance and the results also suggest possible deficits in these processes in ADHD. The findings are consistent with others of reduced activation and cognitive deficits in ADHD involving these brain regions and networks, and with the idea that ADHD may be associated with a diminished ability to regulate levels of arousal and activation appropriate to task demands.

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Galbraith, Kim M. „Comorbidity of Attention-Deficit/Hyperactivity Disorder and internalizing symptoms“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ55210.pdf.

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Dissertationen zum Thema „Attention-Deficit“

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