A dissertation presented in partial compliance with the requirements for the Master's Degree in Technology: Chiropractic, Durban Institute of Technology, 2003. / The purpose of this study was to evaluate the efficacy of Chiropractic Manipulative Therapy in the management of Attention Deficit Hyperactivity Disorder in children. / M

Abstract Working memory has been identified as an area in which children diagnosed with ADHD experience difficulty (Carnoldi, Marzocchi, Belotti, Caroli, De Meo & Braga, 2001). However, there are conflicting findings regarding the nature of working memory deficits in children diagnosed with ADHD and some researchers believe that working memory deficits may differ between the two ADHD subtypes (Diamond, 2005; Douglas, 2005; Knouse 2007; Milich , Balentine & Lynam, 2001). In addition, it is also thought that working memory may be one of the main contributing factors of this disorder (Rapport, Chung, Shore & Isaacs, 2001). Thus, there is clearly a need for additional and more detailed investigation into the way individuals with ADHD test with regard to their working memory functioning. This study attempted to examine the working memory functioning in children diagnosed with ADHD, in particular, the Predominantly Inattentive subtype and Predominantly Hyperactive/impulsive subtype in comparison to a control group. A sample of seventy-two participants was tested using the Ravens Progressive Coloured Matrices (RPCM) and the Automated Working Memory Assessment (AMWA) to assess their nonverbal intelligence and working memory. The primary motivating factor for the choice of participants was that they had to have been diagnosed by a professional as having ADHD (either subtype) and they had to be in Grades one or two. None of the children in the control group met the DSM-IV-TR (APA, 2000) criteria for ADHD. Repeated measures Abstract Working memory has been identified as an area in which children diagnosed with ADHD experience difficulty (Carnoldi, Marzocchi, Belotti, Caroli, De Meo & Braga, 2001). However, there are conflicting findings regarding the nature of working memory deficits in children diagnosed with ADHD and some researchers believe that working memory deficits may differ between the two ADHD subtypes (Diamond, 2005; Douglas, 2005; Knouse 2007; Milich , Balentine & Lynam, 2001). In addition, it is also thought that working memory may be one of the main contributing factors of this disorder (Rapport, Chung, Shore & Isaacs, 2001). Thus, there is clearly a need for additional and more detailed investigation into the way individuals with ADHD test with regard to their working memory functioning. This study attempted to examine the working memory functioning in children diagnosed with ADHD, in particular, the Predominantly Inattentive subtype and Predominantly Hyperactive/impulsive subtype in comparison to a control group. A sample of seventy-two participants was tested using the Ravens Progressive Coloured Matrices (RPCM) and the Automated Working Memory Assessment (AMWA) to assess their nonverbal intelligence and working memory. The primary motivating factor for the choice of participants was that they had to have been diagnosed by a professional as having ADHD (either subtype) and they had to be in Grades one or two. None of the children in the control group met the DSM-IV-TR (APA, 2000) criteria for ADHD. Repeated measures Abstract Working memory has been identified as an area in which children diagnosed with ADHD experience difficulty (Carnoldi, Marzocchi, Belotti, Caroli, De Meo & Braga, 2001). However, there are conflicting findings regarding the nature of working memory deficits in children diagnosed with ADHD and some researchers believe that working memory deficits may differ between the two ADHD subtypes (Diamond, 2005; Douglas, 2005; Knouse 2007; Milich , Balentine & Lynam, 2001). In addition, it is also thought that working memory may be one of the main contributing factors of this disorder (Rapport, Chung, Shore & Isaacs, 2001). Thus, there is clearly a need for additional and more detailed investigation into the way individuals with ADHD test with regard to their working memory functioning. This study attempted to examine the working memory functioning in children diagnosed with ADHD, in particular, the Predominantly Inattentive subtype and Predominantly Hyperactive/impulsive subtype in comparison to a control group. A sample of seventy-two participants was tested using the Ravens Progressive Coloured Matrices (RPCM) and the Automated Working Memory Assessment (AMWA) to assess their nonverbal intelligence and working memory. The primary motivating factor for the choice of participants was that they had to have been diagnosed by a professional as having ADHD (either subtype) and they had to be in Grades one or two. None of the children in the control group met the DSM-IV-TR (APA, 2000) criteria for ADHD. Repeated measures of Mann-Whitney and post-hoc analysis revealed that there were significant differences in the verbal short term memory, verbal working memory and visuospatial working memory between the three groups. Test results revealed no significant differences between the test scores of the Inattentive group and the control group in these areas. However, scores obtained by the Hyperactive/impulsive group differed significantly from those of the control and Inattentive groups. Score differences related specifically to verbal short term memory, verbal working memory and visuospatial working memory. This implies that children diagnosed with ADHD, (the Hyperactive/impulsive subtype) may need specific strategies in the classroom to enable them to encode, access and retrieve information to ensure optimal performance. The implications of these findings are discussed further in the thesis.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Feb. 5, 2007). PDF text: 117 p. : ill. UMI publication number: AAT 3216343. Includes bibliographical references. Also available in microfilm and microfiche format.

The present study examined the frequency and risk factors associated with experiencing victimization by peers and bullying others in adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD). Sixty-four males and females (ages 13-18) and their parents and teachers completed standardized questionnaires. Adolescents with ADHD were more likely to report increased levels having experienced victimization by peers and participation in bullying others. Parent reports of victimization by peers and bullying others did not differ between adolescents with and without ADHD. Among adolescents with ADHD, those who had experienced victimization by peers perceived lower levels of social support and had increased levels of parent-reported peer relation difficulties. Bullying others was not associated with perceptions of social support or parent-reported peer relation problems. Individual factors such as internalizing problems and oppositionality were not significantly associated with experiencing victimization by peers or bullying others. Implications for future research and clinical assessment are discussed.

The present study examined the frequency and risk factors associated with experiencing victimization by peers and bullying others in adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD). Sixty-four males and females (ages 13-18) and their parents and teachers completed standardized questionnaires. Adolescents with ADHD were more likely to report increased levels having experienced victimization by peers and participation in bullying others. Parent reports of victimization by peers and bullying others did not differ between adolescents with and without ADHD. Among adolescents with ADHD, those who had experienced victimization by peers perceived lower levels of social support and had increased levels of parent-reported peer relation difficulties. Bullying others was not associated with perceptions of social support or parent-reported peer relation problems. Individual factors such as internalizing problems and oppositionality were not significantly associated with experiencing victimization by peers or bullying others. Implications for future research and clinical assessment are discussed.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Supervisor: Margaret Semrud-Clikeman. Vita. Includes bibliographical references. Also available from UMI.

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 156-162). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ed. D.)--University of Massachusetts Amherst, 2009. / Includes bibliographical references (p. 220-233). Print copy also available.