Littérature scientifique sur le sujet « Attention-deficit-disordered youth – Education »

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.
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Thesis (MEdPsych)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Attention-deficit/hyperactivity disorder (ADHD) is one of the most common disorders diagnosed amongst children. Research regarding the experiences of adolescent girls with ADHD is sparse. The symptoms of the disorder seem to manifest differently in girls than in boys. Girls show symptoms of hyper-talkativeness, emotional reactivity, forgetfulness, disorganisation, low self-esteem and anxiety. Failing to identify these symptoms among girls results in many of them going through their primary and secondary school careers not ever being diagnosed. They are often misunderstood and consequently rarely receive the necessary support. Adolescents diagnosed with ADHD find it difficult to manage the pressures of academics and interpersonal relationships. Due to the small number of female participants in previous studies regarding this topic, there is little known about the effects of ADHD on adolescent girls. Gaining a better understanding of the effects on girls with ADHD can lead to improved identification of girls with this disorder and more effective interventions and support can be sought. The aim of this interpretive study was to explore how the symptoms of ADHD affect the academic performance, as well as peer and family relationships of adolescent girls in order to develop more informed intervention strategies and to train teachers to accommodate their learning needs. Seven adolescent girls with ADHD were purposefully selected to participate in four individual interviews and one focus group interview. The participants designed reality boxes to signify their own understanding and experience of ADHD and the perceived effect on their academic performance, peer relationships and family relationships. The transcribed data were coded and categorised according to six broad themes that framed the study, i.e. explaining the ADHD symptoms, ADHD in school, ADHD in relationships, coping strategies for ADHD, influence of medication on experience of ADHD and people without ADHD. This thesis presents how the participants made meaning of ADHD and constructed their identities, how they coped as well as how they could be supported in schools. Although symptoms like talkativeness, impulsivity and lack of time-management impact their learning and relationships, they feel accommodated and accepted by friends and family. However, teachers often misunderstand their behavior and therefore don’t accommodate their learning needs. Their recommendations for support will be discussed.
AFRIKAANSE OPSOMMING: Aandag-tekort/hiperaktiwiteit versteuring (ATHV) is een van die mees algemene versteurings wat gediagnoseer word onder kinders. Navorsing met betrekking tot die ervarings van adolessente dogters met ATHV is skaars. Dit blyk asof die simptome van hierdie versteuring verskillend manifesteer in dogters as in seuns. Dogters toon simptome soos oormatige spraaksaamheid, emosionele reaktiwiteit, vergeetagtigheid, wanorde, lae selfkonsep en angstigheid. Deurdat hierdie simptome onder dogters nie altyd diagnoseer word nie, lei dit daartoe dat baie van hierdie dogters regdeur hul laer- en hoërskoolloopbane gaan sonder om ooit gediagnoseer te word. Hulle word dikwels misverstaan wat voorkom dat hulle die nodige ondersteuning ontvang. Adolossente wat met ATHV gediagnoseer word vind dit moeilik om die druk van akademie en interpersoonlike verhoudinge te hanteer. Daar bestaan min kennis omtrent die effek van ATHV op adolossente dogters weens die klein getal vroulike deelnemers aan vorige studies wat op hierdie onderwerp gefokus het. Deur ‘n beter begrip te verkry omtrent die effek van ATHV op adolossente dogters, kan dit lei tot ‘n beter identifisering van dogters met hierdie versteuring wat kan lei tot beter effektiewe intervensie en ondersteuning. Die doel van hierdie interpretatiewe studie was om die effek van die simptome van ATHV op akademiese prestasie, asook die portuurgroep en familie verhoudinge van adolossente dogters te verken. So kan intervensiestrategieë beter ingelig word en kan onderwysers opgelei word om hierdie kinders, met hul leerbehoeftes, te akkommodeer. Sewe adolessente dogters met ATHV is doelbewus geselekteer om deel te neem aan vier individuele onderhoude en een fokusgroep onderhoud. Die deelnemers het realiteitsbokse ontwerp wat hul eie begrip en ondervinge van ATHV verteenwoordig. Die bokse het ook aangedui hoe hierdie dogters die effek van ATHV op hul akademiese prestasie, portuurgroep en familie verhoudinge ervaar. Die data is transkribeer, kodeer en gekategoriseer volgens ses breë onderwerpe, nl. verduideliking van ATHV simptome, ATHV op skool, ATHV in verhoudinge, strategieë om ATHV te hanteer, invloed van medikasie op die ervaring van ATHV en mense sonder ATHV. Hierdie navorsingstudie beskryf hoe die deelnemers betekenis gee aan ATHV en hoe hulle hul eie identiteite konstrueer, hoe hulle dit hanteer sowel as hoe hulle ondersteun kan word in die skool. Hulle is van mening dat hulle wel geakkommodeer en aanvaar word deur vriende en familie, ten spyte van die simptome soos oormatige spraaksaamheid, impulsiwiteit en ‘n tekort aan tydsbeplanning. Hulle voel wel dat onderwysers dikwels hul gedrag misverstaan en dus nie hul leerbehoeftes ondersteun nie. Hul aanbevelings ten opsigte van ondersteuning word ook bespreek.

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The purpose of this study was to explore the efficacy of using a computer word processing program in the assessment of written expression with college-bound individuals who had been diagnosed with a learning disability (LD) and/or attention-deficit/hyperactivity disorder (ADHD). Fifty-six (35 eleventh and 21 twelfth) graders, attending a private college-preparatory school for students with LD and/or ADHD, were administered the Spontaneous Writing composite of the Test of Written Expression - Third Edition (TOWL-3). The TOWL-3 has equivalent forms, Form A and Form B. One form was administered in accordance with the test manual, using paper and pencil (standard format). The other form (i.e., alternate format) was administered with word processing access. Paired samples tests (repeated measure) and bivariate correlation designs were computed to explore the relationships between measures. Results of the study revealed significant increases (p<.01) in the subtest and composite scores when participants were administered the test in the alternate format. Other components of the research study did not reveal strong meaningful relationships when cognitive ability, graphomotor speed, and keyboarding rate were compared with the standard and/or alternative formats of the writing composite. A high rate of comorbity was exhibited with the majority of participants (75%) having two or more LD and/or ADHD diagnoses. On an informal questionnaire, the participants endorsed a strong preference for the use of word processors in the majority of their written academic tasks. The study concludes that for students who are accustomed to producing written work on a word processor, restriction from this writing tool can adversely affect the results of their product, leaving a false impression, underestimating their writing skills, ability, creativity, and subject knowledge. In addition, having access to a word processor during high stakes testing is paramount. Inaccurate results can affect future opportunities, such as admission to postsecondary educational settings. In summary, future and more extensive studies are needed to continue to increase the understanding of assessment, diagnosis, instruction, and assistive technology (AT) options for individuals with written language disorders.

Advances in medication and support services in high schools have influenced the growing number of students with Attention Deficit Hyperactivity Disorder (ADHD) enrolling in colleges and universities. Unfortunately, their lower graduation rates and extended time to graduation creates multiple challenges to themselves, their institution’s, and their communities. Limited information is available regarding how disability services impact graduation rates for students with ADHD in higher education. More information is needed about how the practices instituted by disability support center leaders in post-secondary institution’s impact the graduation rates of students with ADHD. Retention, a financial and ethical concern for universities, is pushed to the forefront by lawmakers who demand an increased return on their state’s educational investment. Disability resource directors, school registrar officials, and disability resource center websites were data sources. Information was gathered about the number of students with ADHD that have graduated from each institution over the past three years. A non-experimental quantitative design (correlation) was used that provided a process for gathering information about use of disability services, which was then correlated and compared to the overall graduation rate of college students with ADHD over a three-year period. Qualitative information regarding types of services highlighted commonly used services and responses from directors were discussed regarding collaborative partnerships and training for faculty and staff. A positive correlation between use of services and graduation rate was found from examining one school that submitted complete data. Overall, the response rate was low, particularly for the colleges, which impacted the ability to respond to some of the research questions. Some directors noted a preference for the social theory of retention in support of why they don’t collect data on specific groups of students with disabilities, while others chose to not participate at all due to a lack of data tracking. Because funding for programming and targeted services depend on knowledge gained from data tracking, these findings may have implications for policy and practice. Educational leaders may be able to utilize the results of this study to shape future institutional policies and practices that impact the success of their students.