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1
Hjörne, Eva. „Excluding for inclusion? : negotiating school careers and identities in pupil welfare settings in the Swedish school /“. Göteborg : Acta Universitatis Gothoburgensis, 2004. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=012821451&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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2
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.
3
Lindh, Maria. „Vilka stöd finns det för elever med ADHD i skolan? : What forms of support are available at school for pupils with ADHD?“ Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-24319.
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Syftet med denna studie har varit att undersöka vilka stöd det finns för barn med ADHD i skolan. Studien bygger på intervjuer med två klasslärare, en speciallärare, två rektorer samt en observation av en elev med diagnosen ADHD. Skolorna i undersökningen har varit en kommunal f-5 skola samt en f-9 friskola. För att belysa detta ämne ur en ny synvinkel har jag valt att undersöka lärarnas erfarenheter av sambanden mellan språkutveckling och ADHD. Intervjuerna visar att lärarna underströk att barn är olika och att man därför måste arbeta utifrån den enskilde individen. Lärarna menar att de inte har sett något samband mellan ADHD och försvagning av den språkliga utvecklingen. Vidare menar även lärarna att elever med ADHD är i behov av struktur och rutiner. Klasslärarna menade dock att detta inte var unikt för elever med ADHD utan att alla elever är i behov av det. Båda rektorerna anser att det är svårt att få ekonomiskt stöd för elever med enbart en ADHD diagnos. Den ena rektorn menade till och med att det är omöjligt. Undersökningen visar att det finns viss avsaknad av kunskap hos verksamma lärare om ADHD samt om kopplingen, som enligt forskare finns, mellan språkförsvagning och diagnosen. Därmed brister även kunskapen om hur man på bästa sätt kan stödja elever som har denna diagnos. Behovet av vidareutbildning är stor framförallt eftersom det ständigt kommer ny forskning inom området.
4
Machula, Miranda. „Understanding and Predicting Teachers? Knowledge of Attention Deficit/Hyperactivity Disorder“. Thesis, Southern Illinois University at Edwardsville, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1560053.
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This study aims to increase understanding of teacher knowledge about Attention Deficit/Hyperactivity Disorder (ADHD). One hundred teachers completed the Knowledge of Attention Deficit Disorders Scale (KADDS) and a demographic questionnaire. Results indicate that teachers knew significantly more about the symptoms of ADHD than its treatment or general facts about the disorder. Special education teachers had significantly higher KADDS scores than general education teachers.
5
Tree, Tonya M. „School-Based Services for Children with Attention-Deficit/Hyperactivity Disorder“. DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/157.
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This study was designed to present descriptive data from a survey of 201 school psychologists. Psychologists completed a survey addressing current practices for determining placement for students with ADHD including the role of school psychologists in determining placement, how often and who monitors services, where students are served, and what services are provided in each setting. Findings indicated that psychologists were involved less frequently in placement decisions and evaluation for Section 504 than in Special Education. Students with 504 plans received less frequent follow-up than students in Special Education. Results indicated that schools were generally following federal guidelines and recommendations from researchers for placement decisions, at least when the school psychologist was involved. Overall, service patterns for Section 504 and Special Education were similar; however, all interventions were reported more frequently in Special Education. Data indicated that empirically supported interventions may be underutilized in both settings for students with ADHD.
6
Knudsen, Emily. „Attention deficit hyperactivity disorder empowerment program| A grant project“. Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527720.
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The purpose of this project was to write a grant to fund the Attention Deficit Hyperactivity Disorder (ADHD) Empowerment Program, through Olive Crest, a mental health agency in Santa Ana, California. This program seeks to support adolescents with ADHD and their caregivers by educating them about this mental health disorder. The ADHD psycho-education support groups, offered in English and Spanish, will educate families on ADHD causes, symptoms, treatments, and behavioral interventions. Actual submission of this grant was not a requirement of this project.
7
Redfern, Jane F. „Helping control Attention Deficit Disorder behaviour using musical activities“. Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79996.
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Thesis (MMus)--Stellenbosch University, 2013.ENGLISH ABSTRACT: As a recent graduate, I feel that young educators are graduating from South African universities and are teaching in schools without adequate knowledge of the various learning disabilities and behavioural disorders that many children suffer from. In the context of the Arts & Culture or music classroom, educators especially suffer as they are taught to encourage creativity. However, how can one differentiate between creative behaviour and disruptive behaviour and be certain that bad behaviour is not a symptom of a behavioural disorder? Upon graduation and starting to teach in the southern suburbs in the Western Cape, the researcher was struck by the number of children diagnosed with behaviour disorders and taking the stimulant medication Ritalin. Yet the notion of medicating a child for a behavioural disorder is not agreeable to many parents and educators to whom the researcher has spoken while researching this topic. The general feeling seems to be that a child should be given space to be creative, but a teacher cannot control a class of at least twenty-five children who are all claiming their own creative rights. This research explores various steps that a music educator can take to control a class of both medicated and non-medicated learners. The effects of music on the behaviour of learners diagnosed with Attention Deficit Disorder (abbreviated to ADD) have been investigated in various ways over the years and these are described in this thesis. Likewise, information on various prescription medications and non prescription medications that are available in South Africa are presented to offer options to an educator/parent faced with a child demonstrating behavioural problems. There is also substantiation that by increasing the intake of essential fatty acids and adjusting a child’s diet, one can positively enhance behaviour and concentration. The researcher discusses the various foods that should be avoided and those should be enjoyed generously. The researcher observed learners who were considered problematic in the general classroom in the form of observation of behaviours before and after each musical activity. Class educators were asked to assist the researcher by further observing the selected children’s behaviour in the following lesson.
AFRIKAANSE OPSOMMING: As ‘n onlangsgegradueerde, voel ek dat jong onderwysers aan Suid-Afrikaanse universiteite afstudeer en onderrig in skole begin gee sonder voldoene kennis van die verskeie leergestremdhede en gedragsafwykings waaraan ‘n groot hoeveelheid kinders ly. In die konteks van die Kuns en Kultuur of musiekklaskamer is dit vir onderwysers besonder moeilik omdat hulle geleer is om kreatiwiteit aan te moedig. Die probleem is hoe om te onderskei tussen kreatief en ontwrigtende gedrag en hoe om seker te wees of slegte gedrag nie ‘n simptoom van ‘n gedragsafwyking is nie. Na graduering en die begin van haar onderrigloopbaan in die suidelike voorstede van die Wes-Kaap is die navorser getref deur die getal kinders wat die stimulant medikasie Ritalin gebruik. Tog sou die meeste ouers en onderwysers waarmee die navorser gepraat het gedurende haar navorsing nie die gebruik van medikasie vir gedragsafwykings verkies nie. Die algemene gevoel is dat die kind die geleentheid gegun behoort te word om kreatiefe te wees, maar ‘n onderwyser kan nie ‘n klas van minstens vyf-en-twintig kinders onder beheer hou wat almal hul kreatiewe regte eis nie. Hierdie navorsing ondersoek verskillende stappe wat ‘n musiekonderwyser kan neem om ‘n klas te beheer met leerlinge wat op en sonder medikasie is. Die effek van musiek op die gedrag van leerlinge wat gediagnoseer is met Aandagafleibaarheidsindroom (afgekort na AAS) is reeds in verskeie vorme oor die jare ondersoek en word in hierdie tesis beskryf. Inligting aangaande verskeie voorskrif en nie-voorskrif medikasie wat in Suid-Afrika beskikbaar is, word verskaf om opsies te gee vir ‘n opvoeder/ouer wat gekonfronteer word met ‘n kind wat gedragsprobleme demonstreer. Daar is ook bewyse dat deur om die inname van essensiële vetsure te verhoog en ‘n kind se dieet aan te pas, gedrag en konsentrasie positief beinvloed kan word. Die navorser bespreek die verskeie kossoorte wat vermy behoort te word teenoor dié wat vryelik geniet kan word. Die navorser het leerlinge waargeneem wie se gedrag as problematies in die algemene klaskamer beskou was, voor en na elke musikale aktiwiteit. Klasonderwysers is gevra om die navorser by te staan deur verdere waarneming van die kinders se gedrag in die volgende les.
8
Grynkewich, Magda Ann Urban 1952. „Elementary and secondary preservice educators' attitudes and knowledge about attention-deficit/hyperactivity disorder“. Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282128.
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General education teachers are largely responsible for the education of students with Attention-Deficit/Hyperactivity Disorder (ADHD). This is partially due to the educational movement toward inclusion for students with disabilities, and partially due to the ability of about 50% of students with ADHD to progress normally in school when given classroom accommodations and/or instructional modifications. General educators are teaching students with ADHD, yet limited information about teacher attitudes and knowledge about ADHD exists. This study is an initial exploratory investigation that examined the attitudes and knowledge about ADHD of preservice general education teachers at the elementary and secondary levels. Preservice elementary and secondary teachers completed an instrument designed to assess their attitudes and knowledge regarding ADHD. Two scales were created: one scale for items related to attitudes, and the second scale related to basic knowledge about ADHD. Research questions addressed preservice teachers' overall attitude and knowledge about ADHD, and whether grade level, gender, or perceived experience with ADHD influenced their attitude and/or knowledge about ADHD. Findings demonstrated that preservice teachers were in general agreement with positive attitude statements about ADHD. Differences in attitude ratings by grade level were significant, with elementary preservice teachers in stronger agreement with statements about ADHD than secondary preservice teachers. No significant differences in attitude were evident for gender. There was, however, a significant difference in attitude based on teachers' reported experience with ADHD. Teachers with basic or moderate/extensive experience had significantly more positive attitudes than teachers with no experience. Preservice teachers answered slightly more than half of the 11 knowledge items correctly. Elementary preservice teachers correctly answered more knowledge items about ADHD than secondary preservice teachers. No differences in knowledge were identified based on preservice teachers' gender or experience with ADHD. The findings are discussed in relation to other research on teacher attitudes and knowledge for ADHD. Implications for research and practice are discussed.
9
Hamiter, Amelia. „"It's Not a Real Disorder": Attention Deficit/Hyperactivity Disorder and Paradigms of Childhood Harm“. Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/849.
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Attention Deficit/Hyperactivity Disorder has garnered controversy in the United States since it became a widely diagnosed disorder in American schoolchildren in the 1970s. Both diagnosis and treatment are sites of controversy. Some believe the disorder is a contrivance of parents and teachers who do not want to deal with hardly exceptional childhood difficulties, or a contrivance of pharmaceutical companies taking advantage of such parents and teachers. Others believe that a neurobiological basis for the disorder will eventually be discovered, and thus will legitimize both the diagnosis and the practice of prescribing medication for treatment. I utilize the Science, Technology, and Society approach of actor network theory to show that these multiple understandings of ADHD can coexist, since ADHD is a complex product of external and internal agents. This will demonstrate how cultural shifts and values cause parents, teachers, and doctors to evaluate childhood in a way that frames certain behaviors as harmful. I also evaluate how cultural values of medicalization center issues in the individual rather than in external factors, and assess the values that psychiatric treatment appeals to and whether they primarily serve the needs of children. I conclude that ADHD is a heavily context-dependent disorder, but that that does not delegitimize harmful effect on children who exhibit ADHD-associated behaviors. I also conclude that the current dominant medicalized approach to ADHD is not optimal because it focuses on only a few of the total factors that make ADHD a pathological disorder for children in the contemporary United States.
10
DuCharme, Sandra. „Parents' perceptions of raising a child with attention deficit hyperactivity disorder“. Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282112.
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The purpose of this study was to examine parents perceptions regarding four aspects of raising children with ADHD: (a) parent perceptions about their children and the school experience, (b) parent perceptions about their interactions with medical personnel, (c) parent perceptions regarding family and social issues, and (d) parent perceptions regarding their own experiences of raising a child with ADHD. This qualitative study used in-depth phenomenological interviews of seven parents of adolescents from three large metropolitan areas in the Southwest, Midwest, and East. The parameters for selection of participants included parents: (a) of adolescents (12-19) diagnosed with ADHD, (b) who were from different ethnic groups, (c) who demonstrated divergent socioeconomic status, (d) who were from various educational backgrounds, (e) with dissimilar work experiences, (f) who were male or female, and (g) who were from different areas of the country. Each participant had three audiotaped ninety-minute interviews. The transcriptions were analyzed from a thematic perspective and were presented based on the themes that emerged. Findings of parents perceptions were organized into: (a) family and medical issues, (b) parenting issues, and (c) school issues. There were similarities noted between participants and parents of disabled children in general and between participants and other parents of children with ADHD. Family issues included parents perceptions of: (a) the identification process, (b) family interactions, and (c) community interactions. Medical issues included parent perceptions of: (a) medical personnel, and (b) use of medication. Parenting issues included parent views of their: (a) frustrations, (b) feelings, (c) modification to family routines, and (d) fears for their child. Parent strategies included parent views of: (a) the academic strategies they used to help their child, (b) personal strategies they used to help themselves, and (c) attitudinal and cognitive strategies they used to adapt and to be successful in parenting children with ADHD. School issues included parent perceptions of: (a) school placement, transitions, and laws, and (b) their feelings, beliefs, and strategies when dealing with school personnel. Summaries and discussions were included at the end of each section. Conclusions and implications for research and practice were presented in the final chapter.
11
Awatefe, Helen Agatha. „Childhood attention deficit hyperactivity disorder: A stress factor for African immigrant mothers“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2110.
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Children between the ages of 6-17 years suffering from childhood attention deficit hyperactivity disorder (ADHD) need constant attention as they are more likely to be accident proned, hospitalized, disruptive, and educationally challenged. The constant attention required for children with ADHD may impose stress on mothers and primary caregivers, yet this stress has not been sufficiently studied. The objective of this study was to fill a gap in literature by studying the stress experienced by African immigrant mothers living in the United States who are living with and caring for a child with ADHD, and then comparing the level of stress reported by African immigrant mothers and African American mothers caring for children with and without ADHD. The study had a quantitative, case-control design, and used the parental stress index-short form (PSI-SF) and a 9-item demographic questionnaire as the survey instruments. One hundred twenty-five African immigrant and African American mothers participated in the study. Data collected from the mothers were analyzed for descriptive. ANOVA and Regression analysis were performed using SPSS version 21. The results showed that African immigrant mothers caring for a child with ADHD had significantly higher stress levels than those not caring for a child with ADHD. African American mothers also caring for a child with ADHD had significantly higher stress than African American mothers not caring for a child with ADHD. African immigrant mothers caring for a child with ADHD had significantly lower stress than African American mothers caring for a child with ADHD. These findings may initiate interventions that would help mothers provide quality care of life for themselves and for their children suffering form ADHD.
12
McDaniel, Shannon. „Impact of Ritalin on behaviors of children with attention deficit hyperactivity disorder /“. Staten Island, N.Y. : [s.n.], 2006. http://library.wagner.edu/theses/education/2006/thesis_edu_2006_mcdan_impac.pdf.
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Ojionuka, Arthur N. „Nigerian Educators' Attention-Deficit Hyperactivity Disorder Knowledge and Classroom Behavior Management Practices“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2224.
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This correlational study assessed Nigerian educators' knowledge about attention deficit/hyperactivity disorder (ADHD) and inclusive classroom management practices when serving students with ADHD. Specifically, the study examined the predictive correlation between teachers' demographic characteristics, including years of teaching experience, level of education, and knowledge about ADHD, as well as how their knowledge informed their choice of behavior management interventions. Teachers are accountable for pedagogical responsibilities including maintenance and management of a learning environment that promotes learning and inclusion. Further, they play a significant role in identifying and supporting students with learning impairments including ADHD. Thus, it is critical for teachers to have unambiguous knowledge about ADHD and evidence-based behavior management practices. One thousand teachers participated. The Knowledge of Attention Deficit Disorder Scale (KADDS) and the Teachers' Interventions for ADHD Students (TIAS) survey instruments were used for data collection. Descriptive statistics, multiple linear regression, and multinomial logistic regression were employed to analyze the data. Results indicated that teachers demonstrated high levels of misconception and limited knowledge regarding ADHD. Teachers' levels of education and years of teaching experience did not match or improve their cumulative knowledge of ADHD. Knowledge about ADHD predicted teachers' choice of behavior modification strategies for the characteristic behaviors of ADHD. Teachers implemented negative disciplinary consequences (consequence-based strategies) and multiple interventions for shaping specific negative behaviors associated with ADHD, indicating a lack of competence in classroom management practices. This study offers invaluable information on the status of Nigerian teachers' ADHD knowledge and classroom management practices and may inform decisions for the development and implementation of differentiated instruction strategies, teacher training, and academic curriculum to improve teachers' pedagogical competence and students' academic outcomes.
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Keller, Elizabeth A. „Executive Functioning Intervention for Middle School Students with Attention-Deficit/Hyperactivity Disorder“. University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1565363519247202.
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Hoover, Kathy S. „TEXT PREFERENCES OF A STUDENT WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER: A CASE STUDY“. Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300738195.
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Wilde, Jaime, und University of Lethbridge Faculty of Education. „Teachers' and counsellors' knowledge and experience related to attention deficit hyperactivity disorder“. Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2006, 2006. http://hdl.handle.net/10133/363.
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This study was designed to assess teachers' and counsellors' knowledge and experiences
related to ADHD and the use of stimulant medication. The sample population was
comprised of elementary, middle school, and high school teachers and counsellors from
two school districts in southwestern Canada. A descriptive, cross-sectional design using a
self-administered questionnaire was used to obtain information. Results revealed that the
teachers and counsellors responding to the questionnaire have limited knowledge about
ADHD and the use of stimulant medication, although a large majority of them have
experience with students with ADHD and are involved in the diagnosing and assessment
process of ADHD. These results suggest that there is a need for in-service training
regarding the diagnosis and characteristics of ADHD, different intervention strategies,
and assessment of the effectiveness of these strategies. Teachers and counsellors need to
become more familiar with empirical research and to base their practice on it, rather than
on popular opinion. Finally, further collaboration is needed between teachers and
counsellors and allied professionals, such as physicians and psychologists.x, 77 leaves ; 29 cm.
17
Weyh, Pamela. „An Examination of Social Work Students’ Knowledge of Attention Deficit Hyperactivity Disorder“. Honors in the Major Thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/734.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Health and Public Affairs
Social Work
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Kleynhans, Sandra E. „Primary school teachers' knowledge and misperceptions of attention-deficit/hyperactivity disorder (ADHD)“. Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/1612.
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Thesis (MA (Psychology))--University of Stellenbosch, 2005.Attention-Deficit/Hyperactivity Disorder (ADHD) is a serious disorder that effects approximately 5% of South African children. Teachers are seen as one of the most valuable sources of information with regard to referral and diagnosis of ADHD. They also have the responsibility for creating an environment conducive to academic, social and emotional success for children with ADHD. However as there is some doubt as to whether teachers have the appropriate knowledge of ADHD to fulfil this important role, this study aimed at assessing the knowledge and misperceptions of ADHD of primary school teachers in towns on the periphery of the Cape Town Metropole.
19
Gully, Diann. „A study of the talent development of gifted individuals with attention deficit hyperactivity disorder“. W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1550154081.
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Raviotta, Sara. „Practical Learning Strategies for Musicians with Specific Learning Disorder (Dyslexia) and/or Attention Deficit Hyperactivity Disorder (ADHD)“. Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984211/.
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This research explores the need for a unique, self-help manual to provide music students with diagnoses of dyslexia under the umbrella of specific learning disorder (SLD) and/or attention-deficit/hyperactivity disorder (ADHD) a positive way of coping with their musical tendencies. Dyslexia and ADHD are the most prevalent, comorbid neurodevelopmental disorders with symptoms affecting academic, social, and/or personal life. Musical symptoms could include difficulties in any of the following areas: notation reading; time, pulse, and rhythm; posture; fingering coordination; memorization; sight-reading; organization of thoughts, time, and materials; spatial and directional awareness; focused attention; retention of new concepts; positive attitude; and the ability to process written and/or oral information quickly and accurately. This dissertation includes scientific information related to the conditions; an analysis of musical tendencies; pedagogical approaches; personal anecdotal stories that serve to illustrate scientific concepts; and a self-help manual. The manual, "Music, Dyslexia, and ADHD: A Self-Help Manual for Students with Exceptionalities," is a colorful, accessible resource that begins to fill the self-help gap in the musical instruction literature for students with dyslexia and/or ADHD. It offers useful information, multisensory/multimodal techniques, and coping strategies to empower students with these learning differences to achieve more rewarding, independent success throughout their musical studies.
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Bekos, Melinda Cooksey. „The Role of Contralateral Movement in Boys with Attention Deficit Hyperactivity Disorder (ADHD)“. The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287167734.
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Gathje, Rebecca A. „Test-taking behavior in college students with and without Attention-Deficit/Hyperactivity Disorder“. Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.
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Brown, Megan Glenn. „Childhood Lead Exposure and Attention-Deficit/Hyperactivity Disorder Symptoms: A Meta-Analysis“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5058.
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Lead exposure during childhood is a significant global public health concern as the potential effects of exposure can result in the need for long-term treatment, diminished productivity in society, and financial strain on the health care system. There is strong evidence of a relationship between lead exposure and attention-deficit/hyperactivity disorder (ADHD); however, there is a gap in the current literature regarding the relationship between lead exposure and specific symptoms of ADHD and the strength of that relationship. The purpose of this meta-analysis was to examine and help quantify this relationship. Cohen's d was used as the standardized mean effect size measure for this study, and allowed for comparison of 2 groups on a specific measure. For the final analysis 20 studies were included that provided a comparison between lead exposure and overall ADHD, inattentive, or hyperactive/impulsive symptoms. The magnitude of the effect size of childhood lead exposure on ADHD symptoms was significant and of medium strength. There was significant variability in the research results for inattentive and hyperactive/impulsive symptoms, and it was hypothesized that this variability may be due to factors related to lead levels and covariates known to affect ADHD symptoms. Study results may contribute to positive social change by providing health care practitioners with a greater understanding of the effect of childhood lead exposure on ADHD symptoms, which they may use to achieve advancements in prevention and treatment. Improved prevention programs for lead exposure and early identification and treatment of related concerns may decrease negative outcomes, as well as the occurrence of ADHD symptoms on a population level, thus improving public health.
24
Stevens, Troy A. „Classroom management techniques for ADHD students a teaching guide for secondary teachers /“. [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:159.
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Gorman, Angela Alvarado Herbert James D. „Service utilization among Latino families with a child with ADHD symptoms: education, health insurance, acculturation, and trust in medical professionals /“. Philadelphia, Pa. : Drexel University, 2006. http://hdl.handle.net/1860/1221.
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Teed, Jennifer. „Public school principals' level of awareness and implementation of general education accommodations for students with ADHD“. Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998teedj.pdf.
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Price-Sharps, Jana Leigh. „Symptoms of attention deficit disorder, substance abuse, and comorbid correlates in adolescents“. Scholarly Commons, 1999. https://scholarlycommons.pacific.edu/uop_etds/2441.
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Information regarding symptoms of Attention Deficit Disorder (ADD) in adolescence is much less prevalent than information about symptoms of this disorder in childhood. Comorbid conditions of ADD such as substance abuse, depression, paranoia and conduct disorder have only been marginally addressed in the literature. Furthermore, these areas, when addressed, have typically been studied in clinical populations referred to practitioners because of severe problems in the home, school or community. It is therefore likely that clinical populations may not represent the incidence of symptoms of ADD and existing comorbid conditions that might be found in non-clinical populations. The present study constituted an examination of symptoms of ADD, substance abuse, and comorbid conditions in a nonreferred adolescent population. Subjects were from a freshman class in a rural mountain area. The 118 subjects that participated in this study were given the Substance Abuse Subtle Screening Inventory (SASSI), the Minnesota Multiphasic Personality Inventory Adolescent Version (MMPI-A) and the Brown ADD Scales. Subjects were chosen randomly from the first 20 subjects who evidenced elevated symptoms of ADD as indicated on the Brown ADD Scales. An additional 20 subjects who did not have elevated symptoms of ADD were randomly chosen as the control population. The comorbid constellation of symptoms addressed in this study were substance abuse, depression, paranoia and conduct disorder. The results indicated that symptoms of ADD were significantly associated with substance abuse, depression and paranoia in this non-clinical population. Of interest was that Conduct Disorder was not found to be significantly associated with ADD, in this “normal population” although it has been associated with ADD in referred clinical populations. This may point to an important difference in this regard between the general population and those referred for clinical services.
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Jament, Johnson. „Attention deficit hyperactivity disorder (ADHD) within a South Indian (Keralian) mainstream school context“. Thesis, University of Northampton, 2009. http://nectar.northampton.ac.uk/3596/.
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Attention Deficit Hyperactivity Disorder (ADHD) is a widely discussed special educational issue in Western contexts and developed countries. By contrast, limited information is available about ADHD in Eastern contexts and developing countries. In India in particular, the only available information is about the medical perspective of ADHD; little or no attention is given to social or educational perspectives. DSM IV criteria are the most commonly used standard assessment procedures. However, limited research is reported to discuss the potential cultural influences of this North American model. The present study examines the incidence and interpretation of ADHD within the context of five mainstream schools in Trivandrum, South India. It also explored cultural influences impact upon the cultural validity and reliability of DSM IV criteria when introduced into a South Indian context. In order to identify children with ADHD characteristics, culturally valid assessment tools such as behaviour checklist and behaviour rating scales, were developed from DSM IV (TR) symptoms criteria. Qualitative data was gathered from the five sample schools during the academic year of 2006-07 using a variety of methods including in-depth interviews (with 21 teachers), classroom observations (of 26 children), rating scale and document scrutiny. The case study method was adopted to gain in-depth information about the identified children. Informal interviews with parents (24) were also utilised to triangulate the information gathered from the school contexts. Qualitative data analysis techniques such as open coding and case analysis were used to assess children's behavioural characteristics and difficulties. The findings indicate that three percent of children (21) had ADHD characteristics within the sample schools. Some of the findings are consistent with the studies reported in Western contexts. There are also some contrasting results: a) most of the identified children had inattention rather than hyperactivity characteristics, b) a higher number of children with ADHD characteristics were from lower socio-economic backgrounds, c) teachers used coercive methods of physical punishments and sanctions as they interpreted the children's ADHD characteristics as a result of their lack of interest in learning. Most importantly, though DSM IV (TR) criteria are useful in identifying ADHD, two items of the 'symptoms' criteria were not identifiable within the present context of the sample schools. The findings suggest that socio-cultural factors do influence the validity and reliability of DSM IV criteria. The study has implications not only for further research but also for planning and policy making in the field of education for all. The conclusions suggest that an educational provision should be considered with regards to the varied and complex needs of children with special educational needs such as ADHD. Teacher education programmes should be enhanced with positive intervention strategies.
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Archer, Karen. „How mothers of children with Attention Deficit Hyperactivity Disorder experience educational psychology support“. Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/36807.
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The purpose of the study was to explore how mothers experience the support provided by
the educational psychologist for their children with ADHD. The conceptual framework utilised
for this study incorporated systems theory, collaborations and inclusive education in South
Africa. In this study, I followed an interpretivist paradigm using a phenomenological
approach. A qualitative case study design was selected, with five purposefully and
conveniently selected mothers whose children had been previously diagnosed with ADHD by
an educational psychologist. The participants took part in either a focus group or a one-onone
interview. Two main themes emerged following the thematic content analysis of the
interviews, namely: How mothers experience their children with ADHD and How mothers
experience support of their children with ADHD.
The findings of this study suggest that mothers of children with ADHD expect a deeper level
of support from an educational psychologist. The findings also indicate that mothers
experience parenting children with ADHD stressful and that they need reassurance and
emotional support from the educational psychologist. The results show the need for a more
inclusive school environment and it highlights the importance of the role of the educational
psychologist sharing knowledge and working collaboratively with educators, the Institutional
Level and District Based Support Teams and the various health care practitioners to provide
support to the child and family.Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Educational Psychology
unrestricted
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Wells, Patrice M. „Nurturing the early elementary child with attention-deficit/hyperactivity disorder in the Nazarene Sunday school“. Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
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Schultz, Brandon K. „Teacher behavior ratings of adolescents with attention-deficit hyperactivity disorder (ADHD) interrater reliability and sources of rater bias /“. Open access to IUP's electronic theses and dissertations, 2008. http://hdl.handle.net/2069/87.
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Stonehouse, Christopher Robin. „Relationship between attention deficit/hyperactivity disorder and substance use disorders among Adult Basic Education students“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ35855.pdf.
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Johnson, Bob W. „A project to train church leaders to deal with the disruptive and disabling effects of attention deficit disorder“. Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
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Nel, Rika. „Classroom management of attention-deficit-hyperactivity disorder (ADHD) in learners in the Lejweleputswa district“. Thesis, Welkom: Central University of Technology, Free State, 2014. http://hdl.handle.net/11462/681.
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Thesis (M.Ed. (Education Management )) - Central University of Technology, Free State, 2014In keeping with international trends in education, South Africa has embraced inclusive education which makes provision for all diverse learners with learning barriers, such as Attention Deficit/Hyperactivity Disorder, to be educated and included in the mainstream classroom. ADHD is a common disorder known to be associated with behavioural and academic difficulties, creating challenges for both teachers and learners. Putting inclusive education into practice within diverse classrooms imply that teachers have to support and teach according to a variety of needs and preferences of learners, including learners with ADHD. I believe that teachers present one of the most valuable sources of information with regard to referral and diagnosis of the disorder. They are also responsible for creating an environment that is conducive to academic, social and emotional success for children with ADHD. However, since some doubt exists as to whether teachers have the appropriate knowledge of ADHD and management skills to fulfill this important role, this research study has sought to examine and evaluate how the presence of learners with Attention Deficit Hyperactivity Disorder (ADHD) impacts upon the educational and behavioural climate of the mainstream classroom in the Foundation Phase in primary schools in the Lejwleputswa District. The study moreover addressed the knowledge levels of teachers and support systems in place at both institutional and departmental level. Analysis of the information gathered through interviews revealed that ADHD learners have a predominantly negative impact on the mainstream classroom. The study found that teachers often hold negative beliefs regarding behaviour problems exhibited by ADHD learners, tend to be pessimistic about teaching these learners, and feel that they require extra time and effort to teach them. This could be attributed to a lack of knowledge and management skills of ADHD. Furthermore, it became evident that the majority of teachers view medication as the most effective treatment strategy. Recommendations for the DoE, teachers and further study were made.
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Escovar, Peggy L. „Social facilitation effects on automatic and effortful processing in children with attention deficit/hyperactivity disorder“. FIU Digital Commons, 1993. http://digitalcommons.fiu.edu/etd/3153.
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This dissertation investigated the effects of social facilitation theory, specifically mere presence of a peer, on automatic and effortful processing in boys (ages 7 to 12 years) diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD). The sample (N=61) was comprised of ADHD and Normals who were matched by chronological age (+ /- 9 months) and IQ (1 standard deviation). Forty-eight percent of the sample was Hispanic. Each pair was randomly assigned to one of two conditions to test social facilitation effects. The conditions were Alone (subject worked alone in room) and Presence (subject worked in the presence of confederate). All subjects performed seven information processing tasks which varied in attentional demands from automatic, to acquired automatic, to effortfu1. Automatic processing was measured by two tasks, initial vigilance and frequency monitoring of a word list; acquired automatic was measured by a visual discrimination activity presented twice; and effortful processing was measured by three tasks, free recall of words and two listening comprehension activities.
Results support the concept that ADHD is a developmental disorder involving the inability to invest, organize and maintain attention and modulate impulsive responding. Diagnostic effects were applicable across both ethnic (Anglo and Hispanic) groups and emphasizes the significance of the disorder across cultures. There were several significant effects for diagnosis with ADHD subjects performing significantly worse on the frequency monitoring task, on the second administration of the visual discrimination task, and on one effortfu1 task, Free Recall of Related Words. No main effect for social facilitation was found, disconfirming Zajonc's mere presence hypothesis, for both ADHD and Normal children, Cottrell's learning theory model which states that more direct involvement of the peer or a threat of evaluation is needed to elicit social facilitation effects is discussed. Additional analysis indicated that the ADHD subjects were significantly more likely to engage in extraneous and non-task related verbal and motor activity on nine out of twelve behavioral indices. Results are discussed in terms of the effects of the experimental context on the performance of ADHD subjects, observed deficits in sustained attention, and other motivational factors. Educational implications, emphasizing group monitoring effects and instructional design are discussed.
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Loedolff, Simone. „Attention deficit hyperactivity disorder: towards an inclusive approach in the management of ADHD in South African classrooms“. Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/31466.
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Attention Deficit Hyperactivity Disorder (ADHD) is a world-wide phenomenon which has a major impact not only on a child’s academic performance but also daily activities and social interactions. It is a phenomena which manifests in most classrooms. This dissertation investigates ADHD, not only as a medical phenomenon, but also as a social phenomenon, with a specific focus on how it manifests and applies in South African schools. Using Vygotsky’s Cultural Historical Activity Theory, and linking it with the ideals of the Education White Paper 6. The research is presented as a literature review that focuses on what current literature suggests is happening, and what theoretically should be happening in practice. The research is intended to demonstrate the need of the school-going aged child to be supported by the family, the school, and, if chosen, by medical professionals as well as the need to have informed parents and teachers. This need is linked to an exploration in this research of the practices and procedures currently being used to support learners with ADHD in mainstream South African schools in the context of an inclusive education model. The research concludes that Educators needs further support and training to be fully equipped to support learners formally and informally diagnosed with ADHD.
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Longley, Kaye Fishel. „The effects of parental involvement on the academic achievement of children with attention deficit hyperactivity disorder“. Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-09162005-115043/.
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Pendley, Julia. „Test-Relief Reliability of the Universal Nonverbal Intelligence Test with Children Diagnosed with Attention Deficit Hyperactivity Disorder“. TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/627.
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The Universal Nonverbal Intelligence Test (Bracken & McCallum, 1998 [UNIT]) is a relatively new intelligence test that is administered in an entirely nonverbal way. Research supports the use of this test with special populations such as those with learning disabilities, those who are intellectually gifted, as well as with those who have speech/language impairments (Bracken & McCallum, 1998). One population not accounted for in the test's standardization sample are children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). This study investigates the test-retest reliability of the UNIT with children diagnosed with ADHD. Another main focus of this study involves determining the appropriateness of utilizing a test interpretation method, known as ipsative analysis, with the UNIT and children with ADHD. The results of this study support the notion that the UNIT is a reliable test to use with children diagnosed with ADHD. Obtained test-retest correlation coefficients are very similar to those found in standardization sample studies. The results of this study do not support the use of ipsative analysis of the UNIT involving children with ADHD.
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Luckett, Matthew. „Linking Assessment to Intervention: Teacher Awareness and Training Needs Related to Students with Attention-Deficit Hyperactivity Disorder“. TopSCHOLAR®, 1996. http://digitalcommons.wku.edu/theses/811.
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Despite the efforts of private and federally funded research, which have led to a prodigious accumulation of information concerning the assessment and diagnosis of Attention-Deficit Hyperactivity Disorder and interventions for students diagnosed with ADHD, a minimal amount of research focus has centered around the application of assessment information in the development of treatment plans. The evolution of diagnostic labels for ADHD and variability among school-based assessment practices have impeded the utilization of assessment data in intervention planning. Although reaction to the challenges presented by ADHD students has been widespread, research generated by the interest in this heterogeneous population has only recently begun to integrate the assessment and intervention phases of ADHD referrals in the schools. In the present study, a survey questionnaire developed by the research author was completed by 250 Kindergarten through sixth grade teachers in 16 central-western Kentucky school systems. The sample consisted of regular education, special education, and Title One teachers with one to thirty-one plus years of experience, and educational backgrounds of the predominantly female sample ranged from Bachelor's to Doctoral degrees. The survey included four distinct sections, wherein participants were questioned about (a) knowledge level with respect to the diagnostic criteria and diagnostic labels for ADHD, (b) intervention preferences for addressing ADHD student behaviors in the classroom, (c) interventions which they would use for ADHD student behaviors under ideal classroom circumstances, and (d) opinions concerning the importance of a number of issues related to ADHD and the classroom teacher. Data analysis consisted of frequency and percentage distributions, chi-square tests, and measures of central tendency. The respondents indicated that knowledge of the specific diagnostic criteria and classifications for ADHD is limited at this time. Interventions currently utilized by the teachers, although vaiying with respect to particular behaviors, commonly included positive / token reinforcement, punishment, and response cost. When asked about interventions they would utilize in an ideal setting, the respondents indicated that self-management interventions would be used more often. The respondents indicated that further training in assessment and intervention for ADHD students was important, along with training involving the development and implementation of interventions which can be used with ADHD students. The majority of the respondents indicated that they had instructed an ADHD student in the past two years, and typical resources for training related to this population included self-study using books and manuals, self-study using journals and newspapers, and in-service training.
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Roberts, France Elizabeth. „Exploring perceived stigma, risk and resilience among university students with learning disabilities and attention deficit hyperactivity disorder“. Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116863.
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Students with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD) are an emerging clientele in post-secondary institutions, and may have difficulties with various academic skills. The risk and resilience framework can be applied to this population in order to discern what factors contribute to academic successes and difficulties. Stigma theory (Blaine, 2000; Goffman, 1963; Jones et al., 1984; Link & Phelan, 2001) will be used to investigate self-perceptions of stigma as a potential risk factor for university students with LD and ADHD. Proponents of stigma theory hypothesize that self-perceptions of stigma arise from the perceived association between one’s disability and negative stereotypes. Such perceptions are proposed to contribute independently to reduced likelihood to disclose one’s disability, as well as emotional difficulties such as increased depressive symptoms and reduced self-efficacy. In this dissertation, the impact of perceived stigma on variables implicated in risk and resilience (i.e., disclosure, self-efficacy and depressive symptoms) was explored among a sample of university students with a diagnosis of LD and/or ADHD from 22 participating Canadian universities (n = 212; 126 females, 86 males). The objectives were twofold. First, an exploratory analysis examining variables that predict the degree of perceived stigma highlighted three significant predictor variables of gender, reported academic difficulty and reported family support. Specifically, males, individuals who reported high levels of academic difficulty and those who reported low levels of family support were significantly associated with a higher level of perceived stigma. Second, multiple regression analyses were employed to test both the direct effect of stigma on the outcome variables (i.e., depression, self-efficacy) and the mediating effect of disclosure using the path analytic approach. Results showed that perceived stigma had a significant direct effect on self-efficacy, but not depression. Further, mediation analyses indicated that this relationship was partially mediated by disclosure; individuals higher in disclosure ratings were associated with higher self-efficacy ratings, and the overall effect of stigma was reduced when disclosure ratings were accounted for. The findings support the theoretical importance of perceived stigma as an independent risk factor with negative implications for disclosure of one’s disability and self-efficacy, two potential protective factors. Findings were not supported for depression. Implications for stigma theory, school psychologists and service provision are discussed.Les élèves ayant des troubles d'apprentissage (TA) et de déficit de l'attention avec hyperactivité (TDAH) sont une clientèle émergente dans les établissements postsecondaires, et peuvent avoir des difficultés avec diverses compétences académiques. Le cadre de recherche visant le risque et la résilience peut être appliqués à cette population de façon à pouvoir discerner les facteurs qui contribuent aux succès académiques ainsi que des difficultés. La théorie de la stigmatisation (Blaine, 2000; Goffman, 1963; Jones et al, 1984;. Link & Phelan, 2001) sera utilisée pour étudier les perceptions de stigmatisation comme étant un facteur de risque potentiel pour les étudiants ayant des TA et de TDAH. Les partisans de la théorie de la stigmatisation émettent l'hypothèse que les perceptions de stigmatisation résultent de la perception associée à son handicap et les stéréotypes négatifs. Ces perceptions sont proposes pour contribuer de façon indépendante à la probabilité réduite de divulguer son handicap, ainsi que des difficultés émotionnelles tells que l'augmentation de symptômes dépressifs et la réduction de l'auto-efficacité. Dans cette thèse, l'impact de la stigmatisation perçue sur les variables impliquées dans le risque et la résilience (c'est à dire, la divulgation, l'auto- efficacité et les symptômes dépressifs) a été exploré auprès d'un échantillon d'étudiants universitaires avec un diagnostic de TA et TDAH ; ces étudiants provenant de 22 universités canadiennes participantes (n = 212; 126 femmes, 86 hommes). Les objectifs étaient de deux ordres. Tout d'abord, une analyse exploratoire examinant les variables qui permettent de prédire le degré de stigmatisation perçu et qui a mis en évidence trois variables signifiantes dont celles du sexe, l'état de la difficulté scolaire et le soutien de la famille. Plus précisément, les hommes, les individus qui ont déclaré des niveaux élevés de difficultés scolaires et ceux qui ont déclaré de faibles niveaux de soutien de la famille étaient significativement associés à un niveau plus élevé de stigmatisation perçue. Deuxièmement, les analyses de régression multiples ont été utilisées pour tester à la fois l'effet direct de la stigmatisation sur les variables de résultat (les symptômes de dépression et l'auto-efficacité) et l'effet médiateur de la divulgation en utilisant la trajectoire d'approche analytique. Les résultats ont montré que la stigmatisation perçue a eu un effet direct significatif sur l'auto-efficacité, mais non pas sur la dépression. De plus, les analyses de médiation ont indiqué que cette relation a été partiellement médiée par la divulgation; un taux plus haut de divulgation été associés à une meilleure auto-efficacité, et l'effet global de la stigmatisation perçue a été réduite lorsque évaluations de divulgation ont été pris en compte. Les résultats confirment l'importance théorique de la stigmatisation perçue comme un facteur de risque indépendant avec des conséquences négatives pour la divulgation de son handicap et de l'auto-efficacité, deux facteurs de protection. Les résultats n'ont pas été concluants pour la dépression. Les implications pour la théorie de la stigmatisation, les psychologies scolaires et les fournisseurs de services seront discutées.
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McKinley, Lori A. „Educational accommodations adopted by general and special education teachers for students with attention deficit-hyperactivity disorder /“. free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115570.
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Armstrong, Nancy M. „Investigation of self-monitoring interventions on independent performance of math worksheets by children with attention-deficit hyperactivity disorder“. The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1412932437.
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Smouse, Theresa. „STUDENTS WITH EITHER SPECIFIC LEARNING DISABILITIES OR WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER: PERCEPTIONS OF SELF AS LEA“. Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3542.
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The goal of this research study was to investigate the perception of self as learner for students with Specific Learning Disabilities (SLD) or with Attention Deficit Hyperactivity Disorder (ADHD). Students who had completed at least one mathematics or science course at Florida Virtual School, an online learning environment, were surveyed concerning their perception of self as learner in the online learning environment and in the traditional learning environment in 6 basic areas: feelings of success; level of comfort; relationship with teachers; and access to, communication with and feedback from teachers; and advantages and disadvantages of each learning environment. Results of parent interviews and anecdotal evidences were also included as data informing the results of this study. The results of this study showed that 1) a greater number of students reported feeling successful in the online environment. 2) the majority of students in all groups reported feeling comfortable in the online learning environment, 98% as compared to 65% in traditional environment. Student comfort in both environments was most frequently related to some element of the environment with a high percentage of mention of disruption caused by peers. 3) Students reported having positive relationships with their online teachers to a higher degree than with their traditional teachers. 4) Students generally felt that access to, communication with, and feedback from instructors, in the online environment had the greatest impact on them and the impact was positive. 5) The most frequently mentioned advantage of the online environment were, flexibility of time, pace and place of learning. Students liked being in control of the time, place, and pace of their learning in the online environment. Students perceived issues with socialization as the greatest disadvantage of the online environment. For the traditional environment, students indicated that the presence of their peers for social interaction and academic interaction was the greatest advantage. The disadvantages in the traditional environment disadvantage in the traditional environment were issues with time, place, and pace of learning, class size, and disruptions caused by other students. 6) Overall, the majority of students indicated that they felt the online learning environment provided them, as a learner, with the greatest number of advantages.Ed.D.
Department of Teaching and Learning Principles
Education
Curriculum and Instruction
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Gamarra, Alberto Neil. „The relationship between ethnicity and the diagnosis of attention-deficit/hyperactivity disorder in children and adolescents“. Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289876.
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The Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSM-IV) of the American Psychiatric Association, has provided data on prevalence rates for ADHD in children; however, the definition and behavioral characteristics listed are from a population of largely White non-Hispanic participants. ADHD children and adolescents are commonly described as having persistent difficulties with inattention and/or hyperactivity-impulsivity. Additionally, numerous studies have examined the comorbid diagnoses found in children with ADHD. For example, research has shown that the comorbidity percentages range from 27% to 49% for anxiety disorders to 9% to 32% for mood disorders. Since the vast majority of prevalence, assessment and treatment studies have focused mainly on White non-Hispanic children, there has been an increasing interest in the field on the contribution of gender and ethnicity to the frequency of the diagnosis of ADHD (e.g., Arnold, 1996). With the ever-changing and evolving ethnic composition of our schools, the challenges of competent assessment for all children becomes an increasingly important issue. Compared to previous years children of diverse cultural backgrounds currently comprise one third of all children enrolled in public schools (U.S. Department of Education, 1998-99). The purpose of the present study was to determine the relationship between the diagnosis of Attention-Deficit/Hyperactivity Disorder and ethnicity in a sample of children and adolescents referred to two geographically different mental health clinics. Data were collected from these clinics and evaluated using chi-square and multi-way frequency analysis. Significant relationships were evaluated with a multiple comparison Least Significant Difference (LSD) post-hoc analysis. It was determined that both samples were significantly different (p < .05) in their make-up when compared to U.S. Census figures for each relevant region. Additionally, when evaluating comorbid conditions, there were no age group x gender interactions for Hispanic, White non-Hispanic, and other groupings. There was, however, a significant finding for the African American males 5 to 10 years of age, who were identified at a significantly higher rate to their sample representation for conduct disorder. We have found that gender and ethnic grouping accounts for much of the interaction effects seen in this study and the literature as a whole, however, until that literature provides more information on comorbidity and ethnicity, there is little that can be done to improve the current analysis.
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Gomes, Ana Maria. „A supplementary coping skills programme for parents of children diagnosed with attention deficit hyperactivity disorder“. Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/686.
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Attention Deficit Hyperactivity Disorder (ADHD)-related behaviour difficulties are said to be the cause of much of the disharmony and discord that exists within many families with ADHD-diagnosed children. On the basis of this understanding, a supplementary programme of behaviour modification, referred to as the Coping Skills Programme, was designed and implemented over a designated period of time, as a trial efficiency test, with a view to alleviate some of the family environmental stress caused by the effects of this disorder. There were three main aims to this research project, related to the research questions: Firstly, to establish to what extent this programme helped with the kinds of problems and difficulties being experienced by the parents of ADHD-diagnosed children and by the children themselves; secondly, to make recommendations regarding how to access and use such a programme and learn its skills, and thirdly to determine further ways with which to improve the Coping Skills Programme. The research design was based on Interpretive Theory and was qualitative in nature. An in-depth literature study was undertaken, which together with all the field notes acquired during the course of the study, formed the foundation of the study. A needs analysis was also carried out to ascertain the level and variety of ADHD-related needs that exist within the family unit. This needs analysis took place in the Nelson Mandela Metropole in the Eastern Cape to ascertain the level and variety of ADHD-related needs that exist within the family unit. The sampling selection of participants was both purposeful and dependent on availability, in order obtain as wide a range of information as possible, regarding specific ADHD-related criteria. This data was used as a foundation for the programme’s development. Information was gathered by means of phenomenological interviews, case study analysis, a focus group interview, field notes, observations and an audit trail. Measures were taken to ensure that the study was ethically conducted and trustworthiness maintained. The Coping Skills Programme was implemented with different families with ADHD-diagnosed children, within its designated time, which varied from family to family from between 8 and 10 weeks. Finally, three families were xx selected as case studies to substantiate the findings of this research study. Their selection was based on the range of the children’s age, the variety of their combined needs, the way in which each family dealt with the challenges posed by the programme, the parents’ involvement and the rate of success experienced by each family at the end of the allotted time. At the end of the programme’s implementation period it was found that confusion regarding parental role clarity and the role of the child in the home had a strong bearing on the treatment and management of ADHD-related difficulties. It was also found that the effect of parental unity and/or discord had a direct impact on ADHD-related behaviour. Equally important to the effective management of ADHD-related difficulties were the parental understanding and perceptions regarding their child’s ADHD-related needs and difficulties. The effectiveness of behaviour modification in relation to the level of parental involvement was also salient, as was the use of effective, positive communication to achievement of optimum results. Parental understanding of the role of discipline and how the effective use of this skill benefits the ADHD-diagnosed child became clear, as did the value of consistency in behaviour modification. The conclusion was reached that a programme as flexible as the Coping Skills Programme, when used appropriately and as a supplement to other forms of therapy, may be a significant source of assistance, support, encouragement and empowerment to families with members suffering with ADHD.
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Small, Stacey. „Attention-deficit/hyperactivity disorder : general education elementary school teachers' knowledge, training, and ratings of acceptability of interventions“. [Tampa, Fla. : s.n.], 2003. http://purl.fcla.edu/fcla/etd/SFE0000084.
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Small, Stacey M. A. „Attention-Deficit/Hyperactivity Disorder: General Education Elementary School Teachers' Knowledge, Training, and Ratings of Acceptability of Interventions“. Scholar Commons, 2003. https://scholarcommons.usf.edu/etd/1479.
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Given that researchers estimate approximately one child in every classroom has Attention-Deficit/Hyperactivity Disorder (ADHD), and that most of these students are served in the general education classroom, it is imperative that general education teachers know how to effectively teach these students. Seventy-two general education elementary school teachers completed a survey containing demographic information, a knowledge of ADHD questionnaire, and a survey on interventions for students with ADHD. Results indicated that teachers scored an average of 57% correct on the Knowledge of Attention Deficit Disorders Scale (KADDS), scoring statistically significantly higher on the Symptoms/Diagnosis subscale compared to the General and Treatment subscales. In terms of the interventions, teachers felt more knowledgeable, perceived their skill to be greater, rated as more acceptable, and rated lower barriers to the implementation of classroom management interventions such as the use of cues, prompts, and attention checks; physical arrangement; structure; and varied presentation and format of materials. Teachers felt they knew least about, had less skill, rated as less acceptable, and had more barriers to the implementation of behavior management interventions such as token economy, response cost, and time-out from positive reinforcement, as well as self-management techniques. Most demographic variables were unrelated to teachers' knowledge of ADHD, their perceived knowledge of interventions, and their ratings of acceptability of interventions. Based on the information presented, teachers need more training and knowledge in the area of ADHD and interventions for students with ADHD in order to effectively help children with the disorder. Importantly, school psychologists and other service providers who suggest interventions for teachers to use for students with ADHD need to consider the factors that contribute to teachers' acceptability of interventions.
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Pellack, Kaylee. „Bouncing Toward Concentration| Using Alternative Seating When Completing a Given Task For Students with Attention Deficit Hyperactivity Disorder“. Thesis, Trinity Christian College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10813971.
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This research study was done to evaluate the effectiveness of alternative seating for a student with attention deficit hyperactivity disorder when completing a given task. The aim of this study was to note the difference in task completion duration when given the alternative form of seating. Research was done through observation and data collection over a four-week timeframe at a public school in Olympia Fields, Illinois. This elementary school serves a population of both general education students and special education students. The study looks at a special education kindergarten student who is placed in the general education setting for a majority of his school day. During the study, data was collected in the special education room during the students’ resource minutes in the morning half of the school day. The aim of the study was to observe the effects of the use of a standard classroom chair to the use of a Kids Stay-N-Play Ball when performing task completion. Data from the five-week period was analyzed as well as interviews with the staff and student, and field notes from the researcher. This study found that the implementation of a yoga ball as alternative seating with a student diagnosed with attention deficit hyperactivity disorder was beneficial during academic instruction. There was both a decrease in task completion duration and a decrease in maladaptive behaviors for the student being directly observed. Based on the data collection, observations, and interviews, the use of alternative seating showed an increase in time-on-task as well.
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Hatcher, Christine Benson. „Examining the Effects of “GO 4 IT… NOW!” Strategy Instruction for a Student with Attention-Deficit/Hyperactivity Disorder Paragraph Writing“. The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429832408.
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Raviotta, Benjamin. „Strategies for Developing Individual Education Programs for Public School Music Students with Attention Deficit Hyperactivity Disorder and Dyslexia“. Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955082/.
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Strategies for Developing Individual Education Programs for Public School Music Students with Attention Deficit Hyperactivity Disorder and Dyslexia explores the need for curriculum modifications, accommodations, and remediation techniques for beginner band students with specific learning disorders (SLDs) under the umbrella of Individual Education Programs (IEPs) or 504 plans for attention-deficit/hyperactivity disorder (ADHD) and/or dyslexia. ADHD and dyslexia are the most common of the neurodevelopmental disorders, often affecting a student's ability to stay focused and attentive; remain quiet and well behaved; comprehend written, visual and/or oral instruction; organize thoughts and materials; exhibit good time management; execute fine and gross motor skills; retain and recall information; decode symbols; process information quickly and correctly; maintain healthy, interpersonal relationships; and overcome anxiety. In order to provide inclusive instruction, music educators should understand how to identify these (often comorbid) conditions and the musical challenges these students might encounter, including time/pulse, notation, rhythm, posture, fingerings, and sight-reading. A guide for instrumental directors and private instrumental teachers, "How to Accommodate or Modify Musical Instruction for a Student with ADHD and/or Dyslexia" is included in this dissertation to provide useful information, multisensory techniques, and suggestions to help students with these learning disabilities achieve better success in the music classroom.