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Dissertations / Theses on the topic 'Attention-deficit-disordered children'

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Published: 4 June 2021

Last updated: 31 July 2024

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1

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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2

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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3

Schilling, Denise Lynn. "Examining alternative seating devices for children with attention deficit hyperactivity disorder : effects on classroom behavior /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7674.

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4

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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5

Choi, Poi-ki, and 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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6

Cheung, Wai-on Forest. "Teacher reports of attention deficit in children aged 4-8 years in Hong Kong." View the Table of Contents & Abstract, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38479679.

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7

Wille, Jessica R. "Reducing disruptive classroom behavior with multicomponent intervention a literature review /." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002willej.pdf.

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8

Hollis, Alaina L. "A teachers's [sic] guide to understanding attention-deficit/hyperactivity disorder (ADHD)." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/AHollis2006.pdf.

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9

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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10

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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11

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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12

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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13

Alexander, David Keith. "Self-esteem in children with attention-deficit hyperactivity disorder /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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14

Lunning, Ashley. "Teachers' bias in referring students with ADHD characteristics for special education services." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009lunninga.pdf.

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15

Sterling, Lisa Anne. "An investigation of the effectiveness of an assessment-linked study skills intervention on homework completion and accuracy /." view abstract or download file of text, 2005. http://www.lib.umi.com/cr/uoregon/fullcit?p3181132.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 98-103). Also available for download via the World Wide Web; free to University of Oregon users.

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16

Smith, Felicity. "The construct validity of DSM-IV AD/HD symptoms in Australian adolescents : a confirmatory factor analysis multitrait-multisource approach." Thesis, Federation University Australia, 2003. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/165003.

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17

Keogh, Melissa. "Internal and external validity of the DSM-IV attention-deficit/hyperactivity disorder and oppositional defiant disorder symptoms among Australian primary school children : a confirmatory factor analysis multitrait-multisource approach." Thesis, The Author [Mt. Helen, Vic.] :, 2002. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/42245.

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18

Rawatlal, Nishola. "Parents' perception of the use of stimulant medication in the treatment of their ADHD diagnosed child." Thesis, University of Zululand, 2004. http://hdl.handle.net/10530/1188.

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A dissertation submitted in partial fulfilment for the requirements of the degree of Master of Arts in Clinical Psychology at the University of Zululand, South Africa, 2004.
The use of drug stimulation to treat children who have been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) sparks much controversy. Parental perception of this practise is crucial since it is the parents that have the task of making this sensitive decision. In order to subjectively explicate parental feelings regarding this issue, a qualitative approach was considered appropriate in this study. The study sought to highlight the views of parents around the use of stimulant medication in the treatment of ADHD. In- depth interviews of the four participants were audio taped and then transcribed verbatim. The interviews were unstructured and an open- ended question guideline was utilised. The interviews underwent stringent thematic analysis. Amongst others, the major themes that emerged were those of guilt, frustration, resignation and the strained mother- child relations associated with infant behaviour and the diagnosis. Findings revealed mixed feelings around the use of medication with Ritalin being the most commonly prescribed. However, even though there are mixed feelings associated with medication use, the positive outcomes of this practise outweigh the negative aspects. Although the benefits are great, the future risk of long-term use of stimulant medication is unknown

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19

Da, Silva Jacqueline Caseiro Gomes. "The association between self-concept awareness and emotion-focused coping of children with attention deficit-hyperactivity disorder." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-07012009-153114.

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20

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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21

Foy, Michael Joseph. "Teachers' beliefs about ADHD: a multiple case hermeneutic analysis /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2059.

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22

Tallent, Ron. "The construct validity of DSM-IV attention deficit hyperactivity disorder." Thesis, The Author [Mt. Helen, Vic.] :, 2003. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/41746.

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23

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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24

Roberts, Evelyn Marie Smith. "Self-concept of children who are dually-labeled as gifted and attention-deficit hyperactivity disordered /." Access abstract and link to full text, 1993. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9400132.

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25

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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26

Roberds, Jonathan Andrew. "The effect of interactive Metronome® training on response inhibition within ADHD children." View full text, 2005.

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27

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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28

Mantecon, Hripsime Der-Galustian. "Do College Students with ADHD have Expressive Writing Difficulties as Do Children with ADHD?" Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30490/.

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This study analyzed the expressive writing of college students. Twenty-two ADHD students and 22 controls were asked to write a story based on a picture story and a personal challenge. The texts were compared based on several qualitative and quantitative parameters. The results show that students in both groups presented similar text quality. Out of six qualitative parameters only one was statistically different between the two groups: ADHD students performed worse in adequacy, but only in the picture task. Students writings were also investigated using corpus based analysis. This analysis showed that ADHD students used less unusually frequent words in the picture story but more in the challenge task. Taken together the findings indicate no significant difference in expressive writing between ADHD and non ADHD college students. An explanation to this result is that college students with ADHD may have passed the filter of prior education.

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29

Harvey, William 1578-1657. "Motor performance and fitness of children with an attention-deficit hyperactivity disorder." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22592.

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The purpose of this study was to describe the gross motor and fitness characteristics of children with an attention-deficit hyperactivity disorder (ADHD). Nineteen children with an ADHD, between the ages of 7 years, 0 months and 12 years, 11 months (M = 9 years, 4 months) participated in this study. The 17 boys and 2 girls had IQs between 80 to 100, were not affected by specific learning disabilities, and behavioral problems were the primary reason for acceptance into their clinical center. Children with additional psychiatric diagnoses were excluded. All children were tested individually. Gross motor performance was measured by the Test of Gross Motor Development (Ulrich, 1985). Fitness variables were measured by selected items from the Canadian Standardized Test of Fitness (1986), the Canada Fitness Survey (1985), the CAHPER Fitness-Performance II Test (1980), and The Twenty Meter Shuttle Run Test (Leger et al., 1984). A counterbalanced Latin-Square testing order was used to avoid practice effects. Statistical analysis involved converting raw scores to percentile scores which were graphed to provide individual and group profiles of performance. The present study identified the physical fitness and gross motor performance of these children as below average.
Programming implications and recommendations for future study are provided.

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30

Mosse, Leah Kathryn. "Electroencephalographic (EEG) biofeedback treatment for children with attention deficit disorders in a school setting." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3005/.

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The purpose of this study was to explore the use of EEG biofeedback in a school setting to assist students who had attentional challenges. The equipment for implementing biofeedback was relatively inexpensive and was easily integrated into the school setting. Twenty students ranging in age from 7 to 17 were recruited for this study. Data was used from 14 subjects, 12 males (2 Hispanic, 1 African American, and 10 Caucasian) and 2 females (1 Hispanic, 1 Caucasian.) The subject pool was reduced due to non-compliance or the students. moving from the school district. Significant effect size was obtained in the treatment group in areas pertaining to visual perception and motor coordination. However, significant effect sizes in other areas were obtained when the control group scores worsened. The inclusion of student subjects who, perhaps, did not meet stringent criterion of attention deficit may have skewed the results. The small number of students in the study may have hindered accurate measures of statistical significance. Conversely, the information obtained from this study may offer insight to school districts in providing their students an alternate/adjunct to psychopharmacological medication and a non- invasive method of helping students with psycho-social challenges.

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31

Walker, Frances (Frances Ann). "The Effect of Relationship Support and Parenting Style on Externalizing and Internalizing Behaviors of Children with ADHD." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279225/.

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Influences between quality of intimate heterosexual relationships, parenting style, and externalizing and internalizing behavior problems of children with Attention-deficit Hyperactivity Disorder (ADHD) were examined in a sample of intact and single parent families. The perspective on marital quality was expanded to include an examination of intimate adult relationships within single parent households. Associations between the quality of custodial parents' serious dating and/or cohabiting relationships, parenting style and the behavior problems of children with ADHD were studied. Results from this study found tentative support for previous findings that family functioning may mediate the development of conduct disorders among children with ADHD.

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32

Young, Miu-ning, and 楊妙寧. "Is behavioral intervention an alternative medicine in childhood/adolescent ADHD?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48427202.

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Objectives: The objective of this project is to examine the effectiveness of non-pharmacological intervention - behavioral therapy for ADHD children so as to determine whether this is as an alternative medical therapy for ADHD children. Background: Attention Deficit and Hyperactivity Disorder (ADHD) is the most common neurobehavioral disease in child. Symptoms can continue through adolescence and adulthood. Children suffering from ADHD disorders have symptoms of hyperactivity, failure to concentrate on activities and poor behavioral control. There are three sub-types of ADHD disorder, namely; hyperactive dominant type, inattentive dominant type and combined type. There are increasing numbers of children who are referred to child psychiatrists with an ADHD diagnosis internationally. In Hong Kong, ADHD contributes the majority of patients seen in child psychiatric clinics. The prevalence rate of ADHD in Hong Kong is 6.1% in primary school students and represents a similar rate to that reported worldwide. Methods: A literature search was conducted via Medline, PubMed and Google, to find relevant studies reviewing the effectiveness of non-pharmacological interventions for ADHD children. Result: Nine articles were identified that matched the inclusion criteria for this review. These studies concern behavioral interventions for ADHD children and include a range of behavioral and cognitive behavioral approaches. Two of these nine articles provided evidence that for pre-school children aged up to six years old, parent-training programs were effective in improving ADHD symptoms. Six of these nine articles provided evidence that for school aged children providing mixed Cognitive Behavioral Therapy (CBT) and Social Skills Training (SST) along with parallel group sessions for parents are beneficial to ADHD children. One of these nine articles provided evidence that CBT is beneficial in adopting appropriate coping skills in ADHD children. Conclusions: In views of the concerns about use of drug therapy for ADHD, behavioral intervention appears to be feasible and potentially effective as an alternative medicine for children with ADHD.
published_or_final_version
Public Health
Master
Master of Public Health

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33

Fitzpatrick, Robert J. "The effects of metacognitive strategy instruction on children diagnosed with attention-deficit/hyperactivity disorder." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998fitzpatrickr.pdf.

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34

Kreutz, Lisa. "Attention deficit hyperactivity disorder in the classroom practical strategies for teaching to student strengths /." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/LKreutz2007.pdf.

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35

Farrow, Maree J., and 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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36

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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37

Cheung, Wai-on Forest, and 張偉安. "Teacher reports of attention deficit in children aged 4-8 years in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B39724396.

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38

Theron, Tania. "Resilience in families living with a child diagnosed with attention deficit/hyperactivity disorder." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/655.

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Attention Deficit/Hyperactivity Disorder (AD/HD) is not a new phenomenon. Researchers have studied children with restless, inattentive and impulsive types of behaviours for over one hundred years. Although the primary distress of AD/HD falls mainly on the child’s shoulders, all family members experience the disorder’s negative effects. While the challenges that families have to face are many, families seem to have the ability to “bounce back” (i.e., they have resilience). There has been limited research to date focusing on the resiliency of families living with children diagnosed with AD/HD. Research on the construct of resilience, and more specifically, family resilience has surged in recent times. However, South African research on family resilience is limited. This study aimed to explore and describe the factors that facilitate adjustment and adaptation in families after a child has been clinically diagnosed with AD/HD. The Resiliency Model of Family Stress, Adjustment and Adaptation, developed by McCubbin and McCubbin (2001) served as a framework to conceptualize the families’ adjustment and adaptation processes. Non-probability purposive sampling was used in order to gain participants for the study. Twenty-two families participated in this study, providing a total of 44 participants. Participants consisted of the caregivers of a family living with a child diagnosed with AD/HD, between the ages of seven and 12. The study was triangular in nature, with an exploratory, descriptive approach. A biographical questionnaire with an open-ended question was used in conjunction with seven other questionnaires to gather data. Descriptive statistics were used to describe the biographical information. Quantitative data were analyzed by means of correlation and regression analysis, and content analysis was used to analyze the qualitative data obtained from the biographical questionnaire. The results of the quantitative analysis indicated six significant positive correlations with the FACI8. These variables were relative and friend support, social support, problem solving and behavioural strategies, family hardiness, family problem-solving communication and family time and routines. The results of the qualitative analysis revealed that social support, adherence to a treatment regime, information and knowledge about AD/HD, a supportive family unit, the caregiver’s acceptance of the disorder as well as communication were the most important strength factors identified. The findings of the research could assist parents in managing their children diagnosed with AD/HD more effectively and has helped create further insight into what resiliency areas they could improve upon. Furthermore, this study could be used as a stepping stone for future research on resilience in families living with a pervasive psychological disorder and will contribute to the broader context of family resilience research in the South African context.

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Roberts, Holly Jean Zumpfe Landau Steven E. "The differential effects of reward and response cost on the math performance of boys with ADHD as a function of achievement orientation a test of the Dweck and Leggett hypothesis /." Normal, Ill. : Illinois State University, 2005. http://proquest.umi.com/pqdweb?index=0&did=1221659091&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1176475807&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2005.
Title from title page screen, viewed on April 13, 2007. Dissertation Committee: Steven Landau (chair), Thomas Critchfield, Corinne Zimmerman, Mark Swerdlik, Robert Lusk. Includes bibliographical references (leaves 109-123) and abstract. Also available in print.

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40

Cohen-Zion, Mairav. "Sleep and circadian rhythms in children with attention deficit-hyperactivity disorder : before and after stimulant treatment /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2005. http://wwwlib.umi.com/cr/ucsd/fullcit?p3169322.

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41

Shum, Cheuk-wai, and 沈卓慧. "Systematic review on attention deficit hyperactivity disorder (ADHD) and food additives in children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48425333.

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Attention-deficit hyperactivity disorder (ADHD) is a developmental disorder of inattention, impulsivity and hyperactivity. It is the most commonly diagnosed psychosocial problems in childhood with continuing impact into adulthood. This systematic review aims to identify the role of food additives, specifically artificial food coloring, in ADHD and its symptoms. PubMed, Sciencdirect, Cochrane Library and Google Scholar databases (1991-April 2012) were searched, which was supplemented by manual searches of the reference lists. Seven randomized or quasicontrolled trials of elimination diet were summarized. Six of these studies showed artificial food coloring was positively associated with ADHD and its symptoms. This review provides some evidence that artificial food coloring plays a role in ADHD and its symptoms. However, the studies reviewed only showed behavioral improvement after eliminating certain type of artificial food coloring, which does not imply artificial food colorings cause ADHD. Additionally, small sample size, inconsistent definition of artificial food colouring, subjectively reported ADHD using various assessment tools, and possibly publication bias limit the generalizability of the findings. If causal, reducing the intake of artificial food coloring could provide an alternative treatment of ADHD in the future. Understanding the mechanism underlying the association may provide insights into the developmental origins of ADHD.
published_or_final_version
Public Health
Master
Master of Public Health

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42

Kehoe, William A. "Comparative effects of sertraline and methylphenidate on attention and behavior in children with attention deficit hyperactivity disorder." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2294.

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The effects of sertraline and methylphenidate on attention and behavior in children with attention deficit hyperactivity disorder were compared. Thirty-two children were randomly assigned to treatment with methylphenidate 20 mg per day, sertraline 50 mg per day, or a waiting list control group. Baseline testing included the Wechsler Intelligence Scale for Children, Children's Depression Inventory, Conners Parent and Teacher Rating Scales (CPRS and CTRS), Gordon Diagnostic System (GDS), and the Test of Variables of Attention (TOV A). After at least 2 weeks of medication the CPRS, CTRS, GDS, and TOVA were repeated. Analyses ofthe data using repeated measures ANOVAs revealed no significant main effects of treatment group on any of the primary outcome variables. However, several significant interaction effects of treatment group and trial period were noted. Children given methylphenidate showed significant improvement on measures of both attention and impulsivity/hyperactivity. Children in the sertraline group improved significantly on subscale 3 ofthe CPRS which measures impulsivity/hyperactivity, and showed a trend toward improvement in attention. Children in the control group did not improve significantly on measures of attention or impulsivity/hyperactivity. Both medications were well tolerated. These results suggest that methylphenidate is a more effective medication for ADHD than sertraline. However, the trend toward improvement with sertraline suggests that further clinical trials are warranted.

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43

Kinugasa, Yuka. "Investigating social support available for families of children with attention-deficit/hyperactivity disorder in Japan /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18747.pdf.

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44

McNichol, Kevin. "Social skill production, emotional intensity and anxiety in attention deficit disordered and learning disabled children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ49646.pdf.

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45

Heckel, Leila D. "The relationship between parental divorce and the psychological well-being of children with AD/HD differences in subtypes, age, gender and comorbidity /." Access electronically, 2007. http://ro.uow.edu.au/theses/10.

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46

Cohen, Andrew Laurence Shapiro Steven K. "Performance on the flicker task and Conners' CPT in children with ADHD." Auburn, Ala, 2009. http://hdl.handle.net/10415/1887.

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47

Taylor, Shannon E. "Clustering of Behavioral Data for Identification of Presumptive Subtypes of Attention Deficit/Hyperactivity Disorder in Children." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4287/.

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The objective of the present study was to investigate Amen's formulations of subtypes of AD/HD initially identified by brain imaging techniques, through the use of behavioral checklist data. And in testing Amen's theory of six separate subtypes of AD/HD, to identify and differentiate the subtypes based on symptom presentation. Data was obtained through retrospective chart reviews (N=161) of children between the ages of 5 and 12 who met the criteria for the major symptoms observed in AD/HD and were referred for a previous comprehensive AD/HD evaluation. Data from behavioral checklist (CBCL and DBRS-IV) were matched to Amen's Subtype Symptom Checklist and each subject was given a percentage score for six subtype symptoms. Cluster analysis reliably found six clusters and each subject was labeled according to their symptom presentation. The clusters found were labeled as AD/HD - Combined Type, AD/HD - Predominately Inattentive Type, AD/HD - Predominately Hyperactive-Impulsive Type, Ad/HD - Combined Type with Obsessive-Compulsive features, AD/HD - Combined Type with Obsessive/Compulsive and Conduct Disorder features and Undifferentiated AD/HD. However, the present study did not find evidence of subtypes that corresponded to Amen's Temporal Lobe ADD or Limbic ADD. Discriminant function analysis of the six clusters found that the variables in the model (symptom percentage scores) significantly discriminated the subtype classification. Also, 76% of all cases were correctly classified according to their symptom presentation. Potential limitations of the sample and the data used for interpretation were discussed. Limitations of the study warrant further investigation making use of multi-modal assessment tools which relate well with brain imaging techniques, such as neuropsychological measures of attention and concentration, laboratory based measures of activity, continuous performance tests measuring inattention and impulsivity, and QEEG data measuring brain wave information. A multi-modal approach to investigating symptom subtypes of AD/HD would likely provide increased reliability and validity of differential diagnosis, and therefore, more effective treatment of children with the presenting symptomology of AD/HD. The diagnostic and clinical implications' of each cluster subtype symptomology found in the present study was discussed as well.

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Parsons, Tina R. "Report of an internship completed at the Calgary Learning Centre." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ34216.pdf.

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Lee, Mo-kit Mona, and 李慕潔. "The relationship between internalizing symptoms and attention deficit/hyperactivity disorder symptoms: a study ofChinese primary students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48690934.

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Objective: Current studies examining the co-morbidity patterns of ADHD with internalizing disorders have reported inconsistent findings. Some studies have found that the inattentive subtype (ADHD-I) is more likely to be comorbid with internalizing disorders, while other studies found similar levels of comorbid internalizing disorders between the ADHD subtypes. Moreover, anxiety and depression were found to be comorbid in inattentive children high in sluggish cognitive tempo (SCT), characterized by features of sluggishness, drowsiness, and daydreaming. SCT has been postulated to be useful in discriminating a distinct inattentive subtype of ADHD-I with a different pattern of impairments. More recently, low levels of behavioral inhibition (BI)—manifested in the form of disinhibited behaviors—have also been implicated in the development of ADHD in children. The current study examines the relationships between ADHD and internalizing symptoms. The roles of SCT and BI in ADHD and internalizing symptoms are also investigated. Methods: The sample was comprised of 1,965 Hong Kong primary students between 8 and 14 years old and their parents/caregivers from 10 local schools. The children completed two self-report scales: the Revised Children Anxiety and Depression Scale (RCADS) and the Behavioral Inhibition System Scale (BISS). Their parents/caregivers completed three scales: the Attention Deficit Hyperactivity Disorder Rating Scale–IV (ADHDRS-IV), the Oppositional Defiant Disorder Scale (ODDS), and the Sluggish Cognitive Tempo Scale (SCTS). Using a psychometric approach, the relationships between the symptom clusters of ADHD (inattention and hyperactivity-impulsivity), anxiety, depression, SCT, and BI were systematically examined with correlation, regression, and factor analyses. A categorical approach was also used to classify children meeting the DSM symptom criteria to compare levels of internalizing symptoms among the three subtypes of ADHD: ADHD-I, ADHD-HI (hyperactive-impulsive), and ADHD-C (combined hyperactive and inattentive). An SCT cutoff score of 20 (the mean SCT rating among ADHD-I children) was used to further divide the ADHD-I into high- and low-SCT subgroups for planned between-group comparisons. Results: In the dimensional analyses, the inattention dimension of ADHD correlated slightly higher than the hyperactivity-impulsivity dimension with anxiety and depression as predicted. But the hyperactivity-impulsivity dimension was also significantly correlated with anxiety and depression, suggesting that hyperactive children were as likely as inattentive children to feel anxious and depressed. Regression analyses found that inattention was not predictive of anxiety and depression, while hyperactivity-impulsivity was marginally predictive of anxiety, but not depression. BI and SCT emerged as significant predictors of internalizing symptoms after controlling for age, gender, and ODD symptoms. There was evidence that SCT mediated the relationship between anxiety/depression and inattention symptoms. Using the categorical approach, between-group differences were found between the ADHD subtypes and the no-ADHD category. ADHD-I children were more anxious and depressed than children without ADHD. Differences in depressive symptoms were found between the ADHD subtypes. Children with ADHD-I had higher levels of depressive symptoms when compared to children with ADHD-HI and ADHD-C. Contrary to predictions, however, the high-SCT ADHD-I group and the low-SCT ADHD-I group did not differ in symptom levels for any anxiety disorders, major depressive disorder, or externalizing symptoms of ODD. Subtype differences in comorbid anxiety were found to be related to gender differences. The symptom levels of panic disorder were higher in females with ADHD-I, and the symptom levels of separation-anxiety disorder were higher for females with ADHD-C. Inattentive girls might present with higher levels of anxiety symptoms than boys. Conclusions: Consistent with previous studies, children with ADHD were more comorbid with anxiety and depression than children without ADHD. In addition, children with ADHD-I were more comorbid with depressive symptoms than children with ADHD-HI and ADHD-C. The higher ratings of depression in ADHD-I children appeared to be related to higher ratings of SCT found in this subtype. There was no difference in anxiety symptoms among the ADHD subtypes, but girls with clinical levels of inattention tend to experience a wider spectrum of anxiety disorders than boys. Contrary to previous research, the findings did not support the idea that SCT is useful in discriminating a distinct inattentive subtype, since this study found no comorbidity differences between the high-SCT ADHD-I and low-SCT ADHD-I groups. Despite the fact that the ADHD-I group had higher BI, there was no evidence that they had higher anxiety symptoms. Reasons for the lack of a direct relationship between BI and internalizing symptoms in ADHD are discussed. The complex roles of SCT and BI in ADHD symptoms and internalizing symptoms call for the need of further local investigation in both clinical and community samples.
published_or_final_version
Clinical Psychology
Doctoral
Doctor of Psychology

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Raffaele, Martin. "An exploration of the psychosocial effects that school-age children with Child Absence Epilepsy (CAE) experience when their condition is misdiagnosed as Attention-Deficity/Hyperactivity Disorder (ADHD)." Connect to full text, 2009. http://hdl.handle.net/2123/5390.

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Thesis (M. Phil.)--University of Sydney, 2009.
Title from title screen (viewed 21st September, 2009) Submitted in fulfilment of the requirements for the degree of Master of Philosophy to the Faculty of Education and Social Work, University of Sydney. Includes bibliographical references. Also available in print form.

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