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Tesi sul tema "Attention-Deficit/Hyperactivity Disorder in children"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 20 febbraio 2023

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1

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

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2

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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3

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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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

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

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Abstract (sommario):

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

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6

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

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7

Higgins, Trevor P. "Teaching strategies for students with attention deficit hyperactivity disorder". [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/THiggins2007.pdf.

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8

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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9

Farrow, Maree J., e 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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Abstract (sommario):

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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10

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

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

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11

Kaidar, Iris. "The self-perception of children with Attention Deficit Hyperactivity Disorder". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ53471.pdf.

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12

Encoy, Michael C. "Determinants of depression amongst children with Attention Deficit Hyperactivity Disorder". Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1524194.

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Attention Deficit Hyperactivity Disorder (ADHD) has emerged as one of the most commonly diagnosed disorders and has been shown to have a negative impact on quality oflife, adversely affecting individuals scholastically, socially, and financially as adolescents and into adulthood. The goal of this study was to identify predictors of depression amongst children with ADHD to better develop early treatment methods. Analysis of the 2009 California Healthcare Interview Survey (CHIS) was conducted in identifying determinants of depression. Two hypotheses were tested. The first found that gender was a predictor of depression; however, the hypothesis that girls had a higher chance of developing depression was not supported. The second produced an insignificant relationship between depression and race, failing to support the assumption that Hispanics would be more susceptible to depression. Further discussion was provided on possible applications to clinical methods and implications to future research.

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13

Brady, Geraldine. "Children and attention deficit hyperactivity disorder (ADHD) : a sociological exploration". Thesis, University of Warwick, 2004. http://wrap.warwick.ac.uk/1207/.

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Attention Deficit Hyperactivity Disorder (ADHD) is a medical diagnosis, applied mainly but not exclusively to children. Diagnosis of ADHD is a controversial issue as the validity of the condition is questioned, and the main form of intervention offered to children in the UK is Methylphenidate, better known as Ritalin, which is a psycho-stimulant. It is also controversial because it rests on the assumption of a particularly westernised cultural conception of what 'normal' childhood behaviour should be, yet dominant discourses of child development and socialisation have influenced this view of children as less competent, immature and in need of moulding to fit societal demands. The orthodox position on ADHD also appears to compound this assumption, as research which includes the experiential accounts of children who have the diagnosis is extremely rare. Children's own views and perceptions of the diagnosis have not been valued. This thesis is based on in-depth qualitative interviews with seven children aged between 6 and 15 and their parents, plus a small-scale parental survey. In addition, observations of health care professionals' practice, carried out at a Child and Adolescent Mental Health Service, will help to demonstrate that only by giving full consideration to the complexity of medical and lay perspectives can an understanding of ADHD as a concept, a condition, a label, and an experience be achieved. In this study 'medicalisation' debates have been used as a means of reflecting on the concept of AD}ID. It is suggested that within the health professional/parent/child triangle dominant discourses position children as passive and dependenwith their health being mediated through their parents. By drawing attention to the embodied nature of the experience and meaning of ADHD it will be shown that the valuable and insightful contributions which children and young people make to the health care division of labour have largely been neglected to date.

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14

Epperson, Sidney Reins. "Hypothesis Testing Behaviors of Children with Attention-Deficit Hyperactivity Disorder". Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc277934/.

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The hypothesis testing behaviors of 50 boys with Attention-Deficit Hyperactivity Disorder (ADHD) were compared to those of 50 boys without ADHD. The two groups were randomly assigned to one of two feedback conditions: a) boys in the "instruction and rule" condition learned additional strategies to aid their performance on the Wisconsin Card Sorting Test (WCST); b) children in the "verbal only" condition learned no additional strategies. There were no significant group or condition differences between the boys on the primary dependent measures used. The results from the WCST were also evaluated according to five aspects of problem solving: (a) selective attention, (b) stimulus differentiation, (c) response generation, (d) response execution, and (e) responding appropriately to feedback. The study showed a tendency for the children with ADHD to respond according to a position or hypothesis set. Similarly, children in the "verbal only" condition tended to respond to feedback less appropriately than did children in the instruction and rule condition. These tendencies however, did not differentiate between the boys with ADHD and boys without ADHD.

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15

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.

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16

Ntuli, Busisiwe Nokukhanya. "Attitudes of educators towards children with Attention Deficit Hyperactivity Disorder". Thesis, University of Zululand, 2014. http://hdl.handle.net/10530/1333.

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The aim of the study was to investigate educators’ knowledge and attitudes towards children with Attention Deficit Hyperactivity Disorder (ADHD). In particular the study sought: 1. To determine the level of educators knowledge and attitudes about ADHD 2. To ascertain whether or not is a significant difference in attitude between educators in the mainstream school and those in the resource centre (remedial school);and 3. To determine the relationship, if any, between educators’ perceptions of ADHD children and certain educators’ characteristics discussed further in the study. In this study, the focus was on primary school learners. Primary school learners are learners who are between grades one and seven. The target population was primary school educators in a mainstream school and in a resource centre. Sixty nine educators were divided into two groups:48 educators taught at a mainstream school (Group 1) and 21 educators teach at a resource center (remedial school) and deal with ADHD cases regularly (Group 2).A questionnaire was given to each responded as a method of data collection instrument. xiv The study concludes that mainstream education for ADHD children (with individualized education if necessary) causes considerable difficulty for all concerned. The educators’ attitudes towards ADHD children were far from ideal, and their knowledge is insufficient. One interesting finding from this study was that knowledge of Special Education seems to have a positive influence on the educators’ attitude towards learners with ADHD.

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17

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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18

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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19

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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20

Shue, Karen L. "Attention deficit hyperactivity disorder and the frontal lobe syndrome". Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74239.

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The usefulness of frontal lobe (FL) dysfunction as a conceptual model for Attention Deficit Hyperactivity Disorder (ADHD) was investigated. Twenty-four ADHD and 24 normal control (NC) children were tested using tasks sensitive to FL deficits in motor control and problem solving skills and memory tasks sensitive to temporal lobe (TL) dysfunction. ADHD children differed significantly from NCs on measures of FL function, but not on tests of TL functions. Wherever norms were available for normal children on the same FL tests, ADHD subjects performed like 6 to 7 year olds, in spite of their mean age of 10 years and minimum age of 8 years. The differential performance of ADHD children on tasks sensitive to FL and TL damage supports the conceptualization of ADHD deficits as analogous to FL dysfunction and implies that deficits are not explained by reference to generalized impairment.

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21

Iaboni, Fiorella. "Reinforcement and response inhibition in children with attention-deficithyperactivity disorder". Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40365.

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This thesis reports on two studies which examined possible inhibitory deficits in children with attention-deficit/hyperactivity disorder (ADHD), as well as the children's response to reinforcement contingencies. In the first study, a go/no-go discrimination learning task developed by Newman, Widom, and Nathan (1985) was used to investigate the effects of reward and response costs on the ability of ADHD and normal children to learn to respond to some stimuli and inhibit responding to others. Children were tested on four conditions involving different combinations of rewards and response costs. ADHD children showed poorer inhibitory control compared to control children across the four conditions, implicating a generalized inhibitory deficit. Study 2 assessed the psychophysiological responses of ADHD and control children to reward and the termination of reward during a repetitive motor task. Based on Gray's (1982, 1987a, 1987b) psychobiological model, Fowles (1980, 1988) suggested that heart rate increases during reward are reflective of activity in Gray's hypothesized behavioral activation system, while skin conductance increases when reward is removed are reflective of activity in his behavioral inhibition system. Compared to control children, ADHD children failed to show the expected increase in skin conductance during extinction, implicating a deficit in their behavioral inhibition system. In addition, ADHD children showed faster heart rate habituation to reward which, together with other evidence discussed, suggests that they also have behavioral activation abnormalities. This, the findings from the two studies provide strong evidence that ADHD children have both generalized inhibitory deficits and an abnormal response to rewards which, in some situations, may exacerbate their poor inhibition.

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22

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

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

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23

Waite, Tabitha Caroline. "Bipolar Disorder and Attention-Deficit/Hyperactivity Disorder: Predicting Diagnosis in Children and Adolescents". Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1510428100431449.

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24

Blomqvist, My. "Oral health and behavior in children with attention deficit hyperactivity disorder /". Stockholm, 2007. http://diss.kib.ki.se/2007/978-91-7357-103-6/.

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25

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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26

Amin, Kiran. "Separate integral responding in children demonstrating attention deficit disorder". Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22356.

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Integral (holistic) and separable (analytic) processing were studied in ADD-H and normal children using restricted classification tasks composed of separable dimensions and triad/tetrad combinations. In Studies One and Three classifications of ADD-H children and controls were compared on size/brightness and length/density combinations. In Study Two classifications of four age groups of normal subjects (mean ages 5-3, 7-9, 11-1 years and adults) were compared on size-brightness combinations. ADD-H children demonstrated significantly fewer separable responses than normal controls only on the tetrads. Normal subjects showed a developmental trend towards differential separable responding to size as compared to brightness. ADD-H children appear to show a lag of about two years on this developmental trend. Results suggest that ADD-H children resort more readily than normals to integral responding under increased processing load. Results are discussed in terms of the cognitive deficits of ADD-H children and current theories of perceptual differentiation.

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27

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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28

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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29

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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30

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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31

Ozdemir, Selda. "Attention deficit hyperactivity disorder : an early intervention approach for preventing social, emotional, and academic problems : implementation effectiveness with children with attention deficit hyperactivity disorder /". Saarbrücken : VDM Verlag Dr. Müller, 2008. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9783836470582.

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Ozdemir, Selda. "Attention deficit hyperactivity disorder an early intervention approach for preventing social, emotional, and academic problems ; implementation effectiveness with children with attention deficit hyperactivity disorder". Saarbrücken VDM Verlag Dr. Müller, 2006. http://d-nb.info/989351823/04.

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33

Brinkman, Tonya M. "The attributions of young ADHD children, who are on medication /". View online, 1995. http://repository.eiu.edu/theses/docs/32211998780848.pdf.

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34

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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35

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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36

Choi, Poi-ki, e 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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37

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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38

Brunke, Gina L. "Selected intervention approaches available for children diagnosed with attention deficit and hyperactivity disorder". Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001brunkeg.pdf.

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39

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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Kramer-Stutts, Traci A. "Frontal Lobe Functions in Attention Deficit Hyperactivity Disorder from Children to Young Adults". Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278933/.

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Individuals with attention deficit hyperactivity disorder (ADHD) with and without a learning disorder (LD) and a control group of clinically referred individuals with behavioral problems were compared on four neuropsychological tests of frontal lobe functioning. Test results were collected to examine if ADHD individuals with and without LD have deficits in frontal lobe functioning. Two age groups were used to examine developmental differences. In the six to ten age group there were 27 ADHD, 17 ADHD/LD and seven other clinically referred individuals. In the 11 -20 age group there were 12 ADHD, 23 ADHD/LD and 24 other clinically referred individuals. The ADHD and ADHD/LD groups performed at a lower level than the other diagnostic group on the freedom from distractibility factor of the WISC-R and the omission and commission errors of the Gordon Diagnostic system. Differences for the ADHD and ADHD/LD groups were also found on the number of correct responses for the Gordon Diagnostic system, the Speech Sounds test and the Seashore Rhythm test. The developmental differences that were found were not influenced by diagnosis. The deficits that the ADHD individuals with and without LD demonstrated were not affected by age.

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Ríos, Hernández Alejandra Margarita. "Diet and sleep in children and adolescents with Attention-Deficit Hyperactivity Disorder". Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/400880.

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Attention-deficit hyperactivity disorder (ADHD) is one of the most common psychiatric disorders in early childhood and adolescence and its consequences can persist through adulthood. It is characterized by continuous inattention and/or hyperactivity- impulsivity. Cognitive impairments are also associated with this disorder. The etiology of ADHD continues to be debated, although several contributing factors have been acknowledged, including diet and sleep. Several studies have analyzed the association between dietary patterns and ADHD. The common result is that unhealthy dietary patterns (i.e. high in saturated fat, refined sugars and low in fruits and vegetables) are associated with ADHD. Although the mechanisms linking low quality diet and ADHD are still unknown, an unbalanced diet, can lead to deficiencies in essential nutrients or higher intakes of certain food components. For instance, low levels of serum iron, ferritin, and long-chain omega-3 seem to have a relationship with ADHD. Specifically, iron deficiency has been reported to be a possible risk factor in the pathophysiology of ADHD. However, to date, the results regarding the potential relationship between iron deficiency and ADHD have shown some inconsistency. On the other hand, sleep disturbances are particularly widespread in ADHD and they contribute to ADHD symptomatology. Moreover, there is evidence that suggest an additional and independent relationship between diet and sleep. The data on this topic are really scarce but associations between more sleep disturbance and higher intakes of carbohydrates, fat, and, most particularly, sugar have been reported. Serum iron levels and long-chain polyunsaturated fatty acid also seem to play a role in the sleep quality of children and adolescents with ADHD. Therefore, the aim of the present thesis project is to assess the possible relationship between our characteristic and healthy dietary pattern, the Mediterranean diet, and the incidence of ADHD. Moreover, the influence of the dietary intake and nutrient deficiencies in children and adolescents with ADHD on their behavioral symptoms and their cognitive abilities as well as their sleep quality will be also analyzed

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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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Carter, Leonie Joanne. "Executive function and social competence in children with attention deficit hyperactivity disorder". Thesis, University of Edinburgh, 2004. http://hdl.handle.net/1842/29052.

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Executive function deficits have been implicated in the difficulties experienced by children with attention deficit hyperactivity disorder (ADHD) (Pennington & Ozonoff, 1996). In particular, impairments in inhibition and self-regulation have been reported (Barkley, 1997). In addition, many children with ADHD experience social difficulties (Barkley, 1998) and this may influence the generally poor long-term outcome experienced by many of these children (Taylor, Chadwick, Hepinstall & Danckarets, 1996). It is argued that the cognitive and social difficulties are not related. Problems with impulsive or disinhibited responding may disrupt the information processing system for socially relevant information. This study aims to investigate the association between executive function and social competence in everyday life in children with ADHD and compare their results to a control group. In addition, this study aims to investigate whether children with ADHD have emotion recognition deficits, in comparison to a control group. Twenty-one children with a diagnosis of ADHD and twenty-one children with no diagnosis of ADHD were assessed using a battery of executive function tasks and were asked to complete a questionnaire related to their social competence. In addition, parents and teachers were asked to complete two questionnaires regarding the child’s social competence in everyday life. This study found that children with ADHD performed equally well on executive function tasks, measuring inhibition and cognitive flexibility. However, there was a significant difference between the groups on measures of social competence. There was evidence of an association between the executive function tasks and social competence measures for the control group, but not the ADHD group. Children with ADHD performed as well as the control group on an emotion recognition task. It is argued that a decrease in disinhibited behaviour results in improved peer relationships (Barkley, 1990). However, the findings from this study contradict this hypothesis. It is suggested that earlier intervention and the provision of effective social skills training may help alleviate some of the difficulties experienced by individuals with ADHD.

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Saad, Supiah. "Malaysian preschool children with attention deficit hyperactivity disorder (ADHD) in inclusive settings". Thesis, University of Warwick, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399454.

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Sayal, Kapil Sen. "Pathways to care in children at risk of attention deficit / hyperactivity disorder". Thesis, King's College London (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412339.

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46

Edelstein-Friedman, Ruth. "Pediatric nurses' perception and knowledge about children with attention deficit hyperactivity disorder". FIU Digital Commons, 2002. http://digitalcommons.fiu.edu/etd/3115.

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The purpose of this study was to assess pediatric nurses' perceptions and knowledge base about Attention Deficit Hyperactivity Disorder (ADHD). One thousand five hundred and sixty research surveys were mailed to nurses that were active members of a national pediatric nursing organization. Surveys included a questionnaire, adapted from the ADHD Management Scale developed by Lobar & Phillips, and a demographic questionnaire (See Appendix C). Five hundred and fifty five nurses responded. T he adapted scale consisted of two parts that measure perception and knowledge of ADHD. Open-ended questions were asked about the diagnosis of ADHD, the use of Ritalin for ADHD, types of factors that may affect the course of hospitalization, and types of injuries to which ADHD children may be prone. ANOVA was applied to the data from the overall mean perception and knowledge scores to make comparisons among and between groups of pediatric nurses based on age, education, experience, and type of employment. The results of the study suggested that hospital-based nurses, nurses under the age of 40 years, and nurses with Associate and Bachelor degrees had more erroneous perceptions and minimal knowledge about ADHD, than the Masters and Doctoral degree nurses and the community and college based nurses.

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Krapf, Carissa Jean. "The Development of Intrinsic Motivation in Children With Attention-Deficit/Hyperactivity Disorder". Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1492215643081713.

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Amato, Jennifer. "Early Adversity and Executive Dysfunction in Children with Attention Deficit Hyperactivity Disorder". Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1541366138252684.

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Vitanza, Stephanie A. (Stephanie Andrea). "A Causal Model of Parenting Distress: Children with Attention-Deficit Hyperactivity Disorder". Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277906/.

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The purpose of this study was to functionally define and empirically test a model of psychological distress for mothers of children diagnosed with Attention-Deficit Hyperactivity Disorder (ADHD). This model delineates characteristics of the child, the parent, and the environment that may affect mothers' psychological symptomatology.

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Strickland, Ellen Marie. "The effects of attention deficit hyperactivity disorder on the social skills of school-age children". Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003stricklande.pdf.

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