Differing opinions among the disciplines involved in the diagnosis and treatment of children with attention-deficit/hyperactivity disorder (ADHD) have left parents navigating in a maze of divergent languages, explanations, and treatment recommendations. This quantitative research study addressed the question of whether a parent training program was an effective treatment for families of children with ADHD residing in a rural community. Although this community-based study did not demonstrate statistically significant outcome measures, it did reveal some interesting side effects. The limitations and the clinical significance of the findings of the study are examined for future research purposes. In particular, the implications for social work practice with families of children with ADHD residing in rural communities are explored from an ecological perspective.

Within pediatric mental health, of the only 25% of children with emotional and behavioral disorders that receive mental health services many receive treatments and interventions that are not based upon evidence. The question remains how to support mental health clinicians to utilize the evidence we have regarding the treatment of pediatric mental health disorders. Research findings consistently demonstrate that there are a variety of successful interventions which can be effective in changing clinical behaviors. However, further research is required to develop and validate a coherent theoretical framework of health professional behavioral change to better inform the choice of interventions. This study applied theory-driven approaches to predict pediatric mental health clinician behavior in the utilization of evidence-based practice. A national web based survey of pediatric outpatient mental health clinicians (N=154) applying the Theory of Planned Behavior and Operant Learning Theory (Habit and Reinforcement) was conducted. The clinical behaviors of interest were: 1) Recommendation of medication consultation/prescription for the treatment of ADHD; 2) Recommendation of parent training regarding child behavior management; and 3) Utilization of evidence-based group therapy with the specific objective of reducing wait lists. Behavioral intention, a theoretically derived measure, was the main outcome measure. Habit uniquely accounted for 61%, 20% and 25% of the variance, respectively in the three behaviors of interest (parent management, medication, and group treatment for waitlist management). Attitude uniquely contributed a further 5% of the variance in intention in medication consultation/prescription while Reinforcement uniquely explained an additional 10% of the intention to use group treatment. Habit is the single greatest predictor of pediatric mental health clinician behavioral intention in the utilization of evidence-based practice. Habit describes why clinicians are engaging in a behavior (it is what they’ve always done), but the other theoretical predictors tell us something about how to change this habit.

Bakalauro darbe nagrinėjamos aktyvumo ir dėmesio sutrikimą turinčių mokinių bendravimo problemos. Bakalauro darbo tikslas - išnagrinėti aktyvumo ir dėmesio sutrikimą turinčių mokinių bendravimo problemas patiriamas mokykloje. Anketinės apklausos metodu tirta mokinių nuomonė apie mokyklą ir savijautą joje, buvo siekiama išanalizuoti mokinių bendravimo problemas. Apklausiant pedagogus, siekta nustatyti pedagogų reakcijas į nepageidaujamą mokinių elgesį, jų tarpusavio bendravimo su aktyvumo ir dėmesio sutrikimų turinčių vaikų ypatumus, efektyviausias nepageidaujamo elgesio valdymo priemones.Tyrimo metu nustatyta, jog aktyvumo ir dėmesio sutrikimų turintys mokiniai nesijaučia turintys didelių bendravimo problemų. Bendravimą su mokytojais jie vertina teigiamai, labiausiai jie nerimauja, kai reikia pradėti pokalbį ar išsakyti savo nuomonę, nes mano, kad jų niekas nesupranta. Bendraudami su bendraklasiais, jie jaučia kitų mokinių nenorą bendrauti ir mano, jog su jais sutaria tik kai aktyvumo ir dėmesio sutrikimą turinčių mokinių elgesys būna geras. Daţniausia mokinių nesutarimų su bendraamţiais prieţastis yra patyčios. Dauguma mokytojų neturi neigiamo poţiūrio į aktyvumo ir dėmesio sutrikimų turinčius mokinius. Bendravimo su mokiniais, turinčiais aktyvumo ir dėmesio sutrikimą, nesklandumus mokytojai sprendţia pozityviomis priemonėmis, o efektyviausios, mokytojų teigimu, elgesio valdymo priemonės – pokalbiai su tokiais mokiniais ir nuolatinis mokinių uţimtumas. / In the bachelor work were analysed pupil with attention deficit hyperactivity disorder communication problems having at school. Work purpose – to find out pupils with attention deficit hyperactivity disorder communication problems at school. The biggest part of schoolteachers do not have negative view to pupils with attention deficit hyperactivity disorder. Because of pupils negative behaviour, shoolteachers solve communication problems by positive methods. Most effective methods of behaviour control – conversations and full employment.

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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.

A quantitave study was done on children who were diagnosed with Attention Deficit and Hyperactivity Disorders in primary schools. The main aim was to measure IQ and to find out if there are indicators of organicity. The hypotheses of the study were as follows: (i) Children diagnosed with ADHD will obtain lower scores on IQ tests than children not diagnosed with ADHD; (ii) Children diagnosed with ADHD have some form of neurological deficit or organicity The study consisted of a sample 25 children who were diagnosed with Attention Deficit and Hyperactivity Disorders and the children who were never diagnosed with the disorder. The sample and the control group range from the age of six (6) to 13 years. Data was collected using Bendor Visual Motor Gestalt Test and Senior South African Individual Scale Revised. Descriptive Statistics. Chi-square Test and Mann-Whitney Test were used to determine the difference between the sample and the control group. The results indicated that there is significant difference between children with ADHD and the control group on both verbal and non-verbal IQ tests. This means that children who were diagnosed with ADHD scored lower on measures •of IQ. The differences may have been due to IQ. or the ADHD group was distracted enough to perform significantly worse on reading. spelling, mathematics, comprehension and written tasks. The results on the Chi-square indicated that there is a relationship between the presence and ADHD and organicity. The findings in this study will aid teachers and parents (especially in African communities), to find out more about the children who they think are just problematic children.

The purpose of this study is to assess the effectiveness of alternative treatment to Ritalin. / Thesis (M.Ed.) - University of Durban Westville, 2005.

This study examined the recall of televised stories for younger (4-6 years) and older (7-9 years) children with and without ADHD under two different viewing conditions (toys present/toys absent). Each child watched two Rugrats television programs, once with toys present and once with toys absent. Immediately after viewing a program, the child completed a free recall of the observed story. Nonreferred childrens recall increased more than ADHD childrens as importance level increased, and older nonreferred children recalled more information overall than older children with ADHD. For the toys condition, children with ADHD had smaller correlations between the story units recalled and the order of these units in the story than did nonreferred children. Children with ADHD demonstrated multiple difficulties in story comprehension. They were less sensitive to thematic importance and they produced less coherent recalls than their nonreferred peers.

Children with ADHD perform more poorly in school than comparison children. Although many factors may play a role in this academic deficit, story comprehension deficits have been identified that reveal difficulties with higher cognitive processes. This study investigated how effectively children with ADHD formulate story representations when given little or no story structure. The production of goal-based stories was the major focus. Children with ADHD and comparison children created a story when no story structure was provided (free story) and when some story structure was provided (4-picture story). The stories were measured for coherence, use of goal-attempt-outcome (GAO) sequences and goal-based story grammar categories. Children with ADHD had difficulty structuring a story and utilizing a goal plan in both story tasks. The provision of story structure reduced some group differences. These results supplement evidence of problems among children with ADHD in using goal plans to formulate story representations.

Academic difficulties are well-documented among children with ADHD. Exploring these difficulties through story comprehension research has revealed deficits among children with ADHD in making causal connections between events, and using causal structure and thematic importance when recalling stories. Important to theories of story comprehension and implied in these deficits is the ability to make inferences. Often, characters’ goals are implicit and explanations of events must be inferred. The purpose of the present study was to compare the ability of 7- to 11-year-old children with ADHD and their comparison peers to make inferences during story comprehension. Children watched two televised stories, each paused at five points. In the experimental condition, at each pause children told what they were thinking about the story, whereas in the control condition no responses were made during pauses. After viewing, children recalled the story. Several types of inferences and accuracy of inferences were coded. Children with ADHD generated fewer of the most essential inferences, accurate coherence inferences, than did comparison children, both during story processing and during story recall. The groups did not differ on production of other types of inferences. Generating fewer coherence inferences has important implications for story comprehension deficits in children with ADHD.