Thesis (MOccTher)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: Background Temperament and sensory thresholds play an important part in how a person processes sensory information. Because people are differently construed, the way we perceive sensory information and act on the information will differ. Any person who suffers from an ailment or condition that interferes with this process of receiving, interpreting and acting on stimuli from our environments may find this process even harder. Behavioural observations that deviate from the "norm" are often found in children with attention-deficit/hyperactivity disorder (ADHD) and sensory processing disorder (SPD). More recent research focused on the relationship between ADHD and SPD. Dunn developed the Sensory Profile Caregiver1 and Sensory Profile School Companion2 (SPSC) measures to identify children’s sensory processing difficulties. Although many studies have been conducted using the Sensory Profile, no studies have been conducted outside the United States of America (USA) to establish whether Dunn’s SPSC will differentiate between children who are considered to be "normal" and those diagnosed with ADHD. Aim The aim of this study was to investigate how learners with ADHD in the Western Cape would perform on Dunn’s Sensory Profile School Companion (SPSC) and the ADHD Rating Scale-IV³ in order to assess the sensory processing problems of learners with ADHD in South Africa (see note end of abstract). Methodology A descriptive study was conducted using a convenience sample (n=108) from learners in the Western Cape between the ages of five and ten years and diagnosed with ADHD. Data collection consisted of a demographical form completed by the parents/legal guardians of the learners, as well as the completion of two questionnaires by the educator of the learners. The first questionnaire, the ADHD Rating Scale-IV, was used to classify the learners into subtypes of ADHD. The second questionnaire was Dunn’s SPSC, which is a teacher-report measure of learners’ responses to sensory input in the school environment. The following statistical analyses were performed: • descriptive statistics to provide means, medians and measurements of dispersion of the learners in the Western Cape on the SPSC; • The Kruskal-Wallis one-way ANOVA probability value to consider if significant differences existed between the medians of the 13 group scores of the SPSC; and • The Welsh T-test to compare learners with ADHD in the Western Cape with SPSC norms and Dunn’s sample of learners with ADHD. Results The results showed that there were significant differences (p=0.000) on all 13 group scores of the SPSC in learners with ADHD in the Western Cape showing significantly more behaviours characterising poorer sensory processing, when compared to Dunn’s normal sample. The comparison to Dunn’s sample of learners with ADHD did not yield significant differences in 11 of the 13 group scores, indicating that learners with ADHD in the Western Cape did not differ from Dunn’s ADHD learners. Avoiding and School Factor 4 showed significant differences, with the Western Cape group showing more extreme behaviours related to sensory input than Dunn’s group. The results using the ADHD Rating Scale-IV were less significant and it was found that the rating scale could not differentiate between the two types of ADHD, although some inferences could be made regarding the use (or not) of medication. There was a significant difference (p < 0.01) on the inattentive, hyperactive-impulsivity and total scores of the ADHD Rating Scale-IV with learners not on medication showing a higher frequency of ADHD behaviours. Conclusion Dunn’s SPSC was found to be a good measure to assess learners with ADHD’s sensory processing problems. The ADHD Rating Scale-IV, on the other hand, could not classify the learners into the subtypes and therefore cannot be used when learners are already using medication. Further investigation is recommended to try to establish a link between the different subtypes of ADHD and the placement of learners on the different quadrants of Dunn’s SPSC as well as the School Factors and Sensory Section Scores. / AFRIKAANSE OPSOMMING: Agtergrond Temperament en sensoriese drempels speel 'n belangrike rol in die wyse waarop 'n persoon sensoriese inligting verwerk. Omdat mense verskillend is, sal die manier waarop ons sensoriese inligting waarneem en dan daarop reageer, verskil. Enige persoon wat aan 'n kwaal of toestand ly wat inmeng met hierdie proses van hoe sensoriese insette uit die omgewing opgeneem, geïnterpreteer en dan op gereageer word, sal dit moeilik vind. Gedrag wat afwyk van die "norm" word dikwels in kinders met aandagafleibaarheid/hiperaktiwiteitsteuring (AAHS) en sensoriese prosesseringsdisfunksie (SPD) waargeneem. Meer onlangse navorsing fokus op die verhouding tussen AAHS en SPD. Dunn het die Sensory Profile Caregiver4 en die Sensory Profile School Companion5 (SPSC)-skale ontwikkel om kinders se sensoriese prosesseringsprobleme te identifiseer. Alhoewel baie studies gedoen is wat die Sensory Profile gebruik het, is daar geen studies buite die VSA gedoen om te bepaal of Dunn se SPSC tussen kinders wat as normaal beskou word en dié wat met AAHS gediagnoseer is, kan differensiëer nie. Doelstelling Die doel van hierdie studie was om ondersoek in te stel na hoe leerders met AAHS in die Wes- Kaap op Dunn se Sensory Profile School Companion (SPSC) en die ADHD Rating Scale-IV6 sou presteer om die sensoriese prosesserings probleme van leerders met AAHS te assesseer. Metodiek 'n Beskrywende studie is gedoen met 'n gerieflikheidsteekproef (n=108) van leerders tussen die ouderdomme vyf en tien jaar oud in die Wes-Kaap wat met AAHS gediagnoseer is. Datainsameling het bestaan uit 'n demografiese vorm wat deur die ouers/wettige voogde van die leerders ingevul is, sowel as die voltooiing van twee vraelyste deur die opvoeder van die leerders. Die eerste vraelys, die ADHD Rating Scale-IV, is gebruik om die subtipes van AAHS te klassifiseer. Die tweede vraelys was die Sensory Profile School Companion (SPSC) wat 'n meting met behulp van die onderwyser se verslag is wat die leerders se reaksie ten opsigte van sensoriese insette in die skoolomgewing meet. Die tweede vraelys (Dunn se SPSC) is deur onderwysers ingevul ten einde leerders se response op sensoriese insette in die skoolomgewing te bepaal. Die data is aan die volgende ontledings onderwerp: beskrywende statistiek wat die gemiddelde, mediane en metings van die verspreiding van leerders in die Wes-Kaap op die SPSC verskaf; • die Kruskal-Wallis-eenrigting-ANOVA waarskynlikheidswaarde om vas te stel of daar beduidende verskille tussen die mediane van die 13 groeptellings van die SPSC is; en • die Welsh T-Toets om leerders met AAHS in die Wes-Kaap te vergelyk met die SPSCnorme en Dunn se steekproef van leerders met AAHS. Resultate Die resultate het beduidende verskille getoon (p=0.000) op al 13 groeptellings van die SPSC by leerders met AAHS in die Wes-Kaap, wat dui daarop dat hierdie groep aansienlik meer probleme kenmerkend aan sensoriese verwerking toon as wat in Dunn se normale steekproef waargeneem is. Die vergelyking met Dunn se steekproef met AAHS het in 11 van die 13 groeptellings nie beduidende verskille getoon nie wat aandui dat leerders met AAHS in die Wes-Kaap nie veel verskil het van Dunn se AAHS-leerders nie. Avoiding en School Factor 4 het beduidende verskille getoon met leerders in die Wes-Kaapse groep wat meer uiterstes in gedrag getoon het ten opsigte van sensoriese insette as dié van Dunn se groep. Die resultate waar die ADHD Rating Scale gebruik is, was minder beduidend en daar is bevind dat die skaal nie kon differensiëer tussen die twee tipes AAHS nie, alhoewel daar afleidings gemaak kon word ten opsigte van die gebruik (of nie) van medikasie. Daar was 'n beduidende verskil (p < 0.01) in die onoplettende, hiperaktief-impulsiwiteit en totale tellings van die ADHD Rating Scale-IV met leerders nie op medikasie nie, wat 'n hoër frekwensie van AAHS-gedrag getoon het. Slot Daar is bevind dat Dunn se SPSC 'n goeie maatstaf is om die sensoriese verwerkingsprobleme van leerders met AAHS te assesseer. Die ADHD Rating Scale-IV aan die ander kant kon nie die leerders in die verskillende subtipes klassifiseer nie en kan dus nie gebruik word wanneer die leerders reeds medikasie gebruik nie. Verdere ondersoek word aanbeveel in ’n poging om 'n skakel te kry tussen die verskillende subtipes AAHS en die plasing van leerders op die verskillende kwadrante van Dunn se SPSC sowel as die School Factors- en Sensory Section-tellings.

Thesis (MScPhysio)--Stellenbosch University, 2004 / ENGLISH ABSTRACT: Background: Children with Attention Deficit Hyperactivity Disorder (ADHD) have been reported to have motor proficiency problems. Few studies have established the extent of these motor problems and few studies investigate both gross and fine motor proficiency. The studies which do investigate motor proficiency, often also include other aspects, for example physical fitness, grip strength or kinaesthesia. It is important to be able to identify motor proficiency deficit in this population group early for appropriate intervention to be as effective as possible. The first step in this process is to identify the areas of motor proficiency deficits experienced by these children. Study Design: A cross-sectional descriptive study was done. Objective: The main aim of this study was to establish if children with ADHD demonstrate motor proficiency problems. A second aim was to identify in which areas of motor proficiency they have the most problems. Method: A sample of 28 boys and 9 girls (n = 37) children with ADHD, between the ages of six and ten, were identified by the medical practitioners at four school clinics in the Cape Metropole. The Bruininks-Oseretsky Test of Motor Proficiency was used to test the children. The demographic and other factors that could have affected the motor proficiency in these children were recorded. Results: The range, mean and standard deviation were calculated for all the subtests and the three composite scores. Eighty-one percent of children scored below the expected norm on the Battery Composite Score (20th percentile) with the difference in age equivalent scores being significantly different (p < 0.01), the Gross Motor Composite Score (20th percentile and p < 0.01) and on the Running Speed and Agility Subtest (p < 0.01), the Balance Subtest (p < 0.01), Strength Subtest (p < 0.01) and the Upper Limb Coordination Subtest (p < 0.01). No significant motor proficiency problems were identified in the Fine Motor Composite Score (35th percentile), the Bilateral Coordination Subtest, the Response Speed Subtest, the Visual motor Subtest or the Visual Motor Control Subtest. Conclusions: These results support the literature in so far as motor proficiency deficits are present in children with ADHD, which in turn supports the need for early identification of these problems. / AFRIKAANSE OPSOMMING: Agergrond: Kinders met Aandag Afleibaarheid Hiperaktiwiteit Sindroom (ADHD) demonstreer probleme met motoriese vaardighede. 'n Paar studies is gedoen om dié bepaalde motoriese vaardighede te bepaal en sommige studies kombineer die ondersoek met ander aspekte van motoriese vaardigheid soos, fiksheid, greep sterkte of kinestesie. Dit is belangrik om die tekortkominge vroeg te identifiseer om effektiewe intervensie so vroeg moontlik te inisieer. Die eerste stap is om die spesifieke vaardighede waarmee hierdie groep kinders probleme ondervind, te identifiseer. Studie: 'n Dwarssnit beskrywende studie is uitgevoer. Doel: Die doel van die studie was om te bepaal of kinders met ADHD motoriese probleme het en of daar spesifieke aspekte van motoriese vaardigheid is waar hulle tekortkominge toon. Metodiek: 'n Steekproef van 28 seuns en 9 dogters (n = 37) tussen die ouderdomme van ses tot tien jaar, met ADHD is deur die mediese praktisyns geïdentifiseer, en getoets. Die Bruininks- Oseretsky Toets vir Motoriese Vaardigheid is gebruik. Enige faktore wat motoriese vaardigheid kon beïnvloed is gedokumenteer. Resultate: Die reikwydte, gemiddelde en standaard afwyking is bereken vir al die sub-toetse en die drie saamgestelde tellings. Een en tagtig persent van die kinders het tellings onder die verwagte norm behaal vir die Saamgestelde Telling van die Battery van toetse (20ste persentiel) met die verskil in ouderdomtelling beduidend verskillend (p<O.01).Die Growwe Motoriese Saamgesteldetelling was (20ste persentiel en p<O.01), die Hardloopspoed- en Ratsheidsubtoets (p<O.01), die Balanssubtoets (p<O.01), Kragsubtoets (p<O.01) en die Boonste Ledemaat Koordinasie-subtoets (p<O.01). Geen beduidende tekorte is deur middel van die Saamgestelde Fyn Motoriese Vaardigheidstoetse (3Sste persentiel), die Bilaterale Koordinasiesubtoets, die Reaksiespoed-subtoets, die Visuele Motoriese subtoets of die Visuele Motoriese Beheer-subtoets gevind nie. Gevolgtrekkings: Die resultate ondersteun die bevindinge uit die literatuur rakende die probleme wat kinders met ADHD met motoriese vaadigheid ervaar en ondersteun die behoefte vir vroeë identifisering om effektiewe intervensie so vroeg moontlik te begin.

Thesis (MA)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Attention Deficit Hyperactivity Disorder (ADHD) is characterised by impulsiveness, an inability to maintain attention and hyperactive behaviour. The presence of a child with ADHD is a stressor that has a significant impact on family adaptation. The purpose of this study was to identify associations between parenting styles, coping strategies and the adaptation of families with children with ADHD from a family resilience perspective. Family resilience refers to the ability of a family to re-evaluate challenging life situations or stressors in such a manner as to develop resilience, so that the family adapts, recovers and becomes stronger as a result of the experience. Some 102 South African families with previously diagnosed children with ADHD between the ages of 5 and 13 years participated in this study. A single cross-sectional research method was used. Quantitative data was collected by means of a biographical questionnaire and three self rapporting questionnaires. The results of this study confirmed existing theories and previous research of a similar nature. The Pearson correlation coefficient analysis revealed strong positive correlations between dimensions of the authoritative parenting style (connection, autonomy granting and regulation) and of re-evaluation and mobilisation (as coping strategies). The authoritative parenting style also correlates strongly with family adaptation. The three dimensions of the authoritarian parenting style (physical coercion, verbal hostility, and non-reasoning) have a strong negative correlation with family adaptation. Physical coercion also has a positive correlation with the coping strategy looking for spiritual support. The coping strategy passivity, in turn, showed a negative correlation with the authoritarian parenting style. Also the permissive parenting style correlates negatively with the coping strategy re-evaluation and passivity, while it also correlates negatively with family adaptation. A regression analysis further revealed medication, connection and regulation (as dimensions of the authoritative parenting style) as the best subset predictable variables, with family adaptation as the dependent variable. A mixed repetitive model with ANOVA-measures was used to identify differences between parents. Mothers obtained higher scores for connection, autonomy granting and authoritative parenting than fathers. The biographical data generally supported previous research findings. There was a strong genetic link between parents and children with ADHD (51% of parents also indicated that they were diagnosed with ADHD), 78% of the children used medication and 34% of the children had co-morbid conditions. The findings of this study fill a gap in the literature about the impact of parenting styles and coping strategies on the adaptation of families with children with ADHD. Further research is urgently needed to help South African parents of children with ADHD learn productive coping styles in order to improve family adaptation. / AFRIKAANSE OPSOMMING: Aandagtekort/Hiperaktiwiteitsversteuring (AT/HV) word gekenmerk deur impulsiwiteit, aandaggebrek en hiperaktiewe gedrag. Die teenwoordigheid van 'n kind met AT/HV is 'n stressor wat 'n beduidende impak op gesinsaanpassing het. Die doel van hierdie studie was om verbande te ondersoek tussen ouerskapstyle, hanteringstrategieë en die aanpassing van gesinne met kinders met AT/HV vanuit 'n gesinsveerkragtigheidsperspektief. Gesinsveerkragtigheid verwys na 'n gesin se vermoë om uitdagende lewenssituasies of stressors op só 'n manier te herbeoordeel dat weerstandigheid gekweek word en dat die gesin aanpas, herstel en versterk word deur die ervaring. Altesaam 102 Suid-Afrikaanse gesinne met vooraf gediagnoseerde kinders met AT/HV tussen die ouderdom van 5 en 13 jaar het aan die studie deelgeneem. 'n Eenmalige dwarssnitopname-navorsingsontwerp is gebruik. Kwantitatiewe data is ingesamel met behulp van ’n biografiese vraelys en drie selfvoltooiingsvraelyste. Resultate van die onderhawige ondersoek bevestig bestaande teorieë en soortgelyke vorige navorsing. Pearson korrellasiekoëffisiëntontledings dui op sterk positiewe korrelasies tussen dimensies van die gesaghebbende ouerskapstyl (konneksie, outonomie-gewendheid en regulering) en herbeoordeling en mobilisering (as hanteringstyl). Die gesaghebbende ouerskapstyl korreleer ook sterk met gesinsaanpassing. Die outoritêre ouerskapstyl se drie dimensies - fisieke forsering, verbale vyandigheid en geen verduideliking - het 'n sterk negatiewe statisties beduidende korrelasie met gesinsaanpassing getoon. Fisieke forsering het ook 'n positiewe korrelasie getoon met die hanteringstyl soeke na spirituele ondersteuning. Die hanteringstyl passiwiteit het weer 'n negatiewe korrelasie getoon met die outoritêre ouerskapstyl. Ook die permissiewe ouerskapstyl het negatiewe korrelasies getoon met die hanteringstyle herbeoordeling en passiwiteit terwyl dit ook negatief gekorreleer het met gesinsaanpassing. 'n Regressie-ontleding het medikasie, konneksie en regulering (as dimensies van die gesaghebbende ouerskapstyl) as die beste substel voorspellerveranderlikes uitgewys met gesinsaanpassing as die afhanklike veranderlike. 'n Gemengde-herhalingsmodel met ANOVA-metings is gebruik om geslagsverskille tussen ouers te ondersoek. Geslagsverskille tussen ma's en pa's het daarop gedui dat ma's hoër tellings behaal het vir konneksie, outonomie-gewendheid en die gesaghebbende ouerskapstyl as pa's. Die biografiese data het meestal vorige navorsingsbevindinge ondersteun. Daar is 'n sterk genetiese band gevind tussen ouers en kinders met AT/HV (51% van ouers het ook aangedui dat hulle met AT/HV gediagnoseer is), 78% van die kinders het medikasie gebruik en 34% van die kinders het ko-morbiede toestande gehad. Die bevindinge van hierdie ondersoek vul ’n leemte in die literatuur oor die verband tussen ouerskapstyle en hanteringstrategieë en die aanpassing van gesinne met kinders met AT/HV. Verdere navorsing word dringend benodig om Suid-Afrikaanse ouers met kinders met AT/HV te help om 'n goed-georkestreerde ondersteuningsnetwerk te ontwikkel wat ouers, die kinders self, die gesin in sy geheel en hierdie kinders se funksionering binne skole te kan bystaan.

Thesis (MEdPsych)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: The labelling and marginalisation practices implemented and sustained by conventional methods of education and psychology motivated the research curiosity. The significance of the learner's own experiences, the learner's own meaning-making through his/her own story-telling or the stories others tell about him/her and the constituting effects of alternative identity conclusions are explored as means of creating more preferred identity conclusions In engaging in the re-tellings of a learner's experiences at home and school, a qualitative research practice has been apllied, revealing meaning-making of alternative stories. Feminist theory and post-modern ideas and discourses have assisted me, and the participant, in the deconstruction of ADHD, depression, identity and divorce which contributed to the marginalisation of a learner due to dominant discourses within culture, education and psychopathology. Narrative approaches to therapy and an ethic of participation have guided us to emphasise the necessity of recognising a learner's preferred ways of understanding his/her experiences and what that tells about the person. Pseudonyms have been used to respect the participant's privacy. / AFRIKAANSE OPSOMMING: Die ettikettering en marginaliserende praktyke wat gebasseer en onderhou word deur konvensionele opvoedkundige en sielkundige diskoerse, het die navorsingsnuuskierigheid by my ontlok. Die beduidenheid van 'n leerder se eie ervarings en pogings tot betekenismaking deur die oorvertel van sy/haar eie stories en die aanhoor van ander se stories oor hom/haar word uitgelig. Die konstitusionerende aard van hierdie alternatiewe identiteitskonklusies word geeksploreer om meer verkose identiteitskonsepte daar te stel. Met my deelname aan die oorvertelling van die leerder se ervarings by sy huis en skool, is 'n kwalitatiewe navorsingsbenadering gevolg, wat die betekenismaking van alternatiewe stories kan uitlig. Feministiese teorie, postmoderne denke en diskoerse was die sleutels wat gebruik is deur my en die deelnemers, om die betekenis van ADHD, depressie, identiteit en egskeiding te ontsluit en te dekonstrueer. Die marginaliserende praktyke wat in die naam van hierdie fenomene gepleeg word binne die dominante kultuur, opvoedkundige praktyke en psigopatologie word bevraagteken. 'n Narratiewe benadering tot terapie en 'n etiek van deelname het ons gelei om die nodige erkenning aan die leerder se verkose maniere om sy ervaringe te verwoord en wat dit omtrent sy identiteit impliseer. Pseudoname is gebruik om die deelnemer se privaatheid te respekteer.

Nonverbal Learning Disability (NVLD) is a syndrome characterized by impaired social perception, visual-spatial skills, fine motor coordination, and mathematics abilities. Researchers have found that children with NVLD often have significant symptoms of inattention, and there is evidence that the majority of children with NVLD also meet clinical criteria for Attention Deficit/Hyperactivity Disorder, Predominantly Inattentive Subtype (ADHD:PI) (Brown, 2000; Gross-Tsur & Shalev, 1995; Voeller, 1996). Although significant overlap is observed between NVLD and behavioral symptoms of ADHD, little research has focused on the specific attention problems of children with NVLD. Given the high incidence of co-morbid attention problems with NVLD (Brown, 2000), many researchers have proposed that overlapping neural regions are responsible for the similarity in attention impairments observed in both NVLD and ADHD:PI (Denckla, 2000; Stefanatos, 2001). Other researchers suggest that there are distinct neurological impairments in children with NVLD and both subtypes of ADHD that result in attention problems. Specifically, Rourke (1995) suggested a developmental sequence that results in generally intact auditory attention with impaired attention for visual stimuli in children with NVLD. This study sought to reconcile the discrepancy between conceptualizations of attention problems in children with NVLD. It was hypothesized that children with NVLD would exhibit distinct profiles of strengths and weaknesses on neuropsychological measures of attention compared to children with ADHD, Predominantly Inattentive Subtype (ADHD:PI) and ADHD, Combined Subtype (ADHD:C). Specifically, it was expected that the three diagnostic groups would differ on the neuropsychological measures depending on the attention modality (auditory vs. visual). Extant neuropsychological data from 88 children between the ages of 9 and 15 years of age with diagnoses of NVLD, ADHD:PI, and ADHD:C were analyzed. Neuropsychological measures of processing speed, working memory, vigilance, and inhibition were examined to compare specific domains of attention functioning in the three groups. Evidence from the current study supported the model in which NVLD and the two ADHD subtypes represent a continuum of dysfunction dependant on overlapping neural regions. Moreover, specific attention strengths and weaknesses in children with NVLD compared to children with ADHD:PI, ADHD:C, and normative data were identified in order to inform clinical diagnosis and intervention. / text

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most commonly diagnosed of child clinical syndromes and is associated with poor academic achievement, poor peer and family relations, and an elevated risk for anxiety, depression, and conduct disorder (Barkley ,1990; Barkley, Guevremont, Anastopoulos, DuPaul, & Shelton, 1993; Barkley, Murphy, & Kwasnik, 1996; Beiderman, Faraone, & Lapey, 1992; Fischer, Fischer, et al., 1990; Hinshaw, 1994; Nadeau 1995; Weiss & Hechtman, 1993). Although ADHD is one of the most commonly diagnosed and widely researched disorders, the diagnostic criteria and defining characteristics of ADHD remain controversial (Wolraich, 1999). The current diagnostic formulation, as specified by the DSM-IV-TR, includes three distinct subtypes: Attention Deficit Hyperactivity Disorder- Predominantly Hyperactive Impulsive Type (ADHD-H), Attention Deficit Hyperactivity Predominantly Inattentive Type (ADHD-PI) and Attention Deficit Hyperactivity Disorder- Combined Typed (ADHD-C). Perhaps the most controversial aspect of the current nosology is the inclusion of the inattention symptoms within the family of ADHD diagnoses (Milich, Balentine, Lynam, 2001). Researchers and clinicians have further posited that ADHD-PI represents a distinct disorder with two subtypes: inattentive-disorganized and sluggish cognitive tempo. This study explored the relation between reading fluency, sluggish cognitive tempo symptoms, disorganized symptoms, processing speed and ADHD diagnosis. This study examined performance of children diagnosed 77 children diagnosed with ADHD (i.e. 53 participants met criteria for ADHD-PI and 24 participants met criteria for ADHD-C) on measures of cognitive functioning, processing speed, behavioral reports, sluggish cognitive tempo, disorganization and reading fluency. Significant group differences did not emerge on measures of processing speed, sluggish cognitive tempo symptoms or disorganized symptoms. Path analysis was employed to examine the simultaneous effects of processing speed on inattention symptoms, hyperactive/impulsive symptoms, SCT symptoms, DO symptoms, reading fluency, and internalizing symptoms. In addition, the paths from SCT symptoms, DO symptoms, inattention symptoms, and hyperactive/impulsive symptoms to reading fluency and internalizing symptoms were also be examined. Processing speed had a significant direct effect on SCT symptoms, Inattention Symptoms and Reading Fluency. In addition, SCT symptoms had a significant direct effect on anxiety symptoms. In summary, findings from the study provide important information about the link between processing speed, attention written, and reading fluency. Limitations of the study and implications for future research and practice are discussed. / text

The goal of the current study was to investigate the social skills of a community sample of children that would vary in their level of ADHD symptomatology (e.g., inattention and hyperactivity), with a specific focus on their communication patterns and pragmatic language use (PLU). The study explored whether PLU was associated with, and perhaps accounted for, the social skills problems children with different degrees of ADHD symptomatology experience. Pragmatic language use, ADHD symptomatology, and social skills were examined with traditional standardized measures as well as a detailed investigation of communication patterns and PLU obtained from sampling behaviors from a semi-structured dyadic communication task. A community sample of 54 children between the ages of 9 and 11 years participated. Pragmatic language use partially mediated the relation between ADHD symptomatology and social skills. These results indicate that although the correlation between ADHD and social skills drops from r = -.649, p < .01 to r = -.478, p < .01, when PLU is entered in the model, the correlation between ADHD and social skills still remains significant. Further, ADHD symptomatology and PLU both predicted social skills scores, and although ADHD symptomatology and PLU were related to one another, PLU provided a unique contribution in the estimate of children’s social skills of 10.5% above and beyond the contribution of ADHD symptomatology. However, ADHD symptomatology was the most influential predictor in uniquely accounting for approximately 19% of the differences in social skills outcomes above and beyond the contribution of PLU. Possible explanations as to why PLU mediates the relation between ADHD symptomatology and social skills are discussed. Implications and future research are discussed in terms of children with ADHD and peer relations.

This study examined the emotion recognition of children (ages 7-9 years) with and without Attention Deficit Hyperactivity Disorder (ADHD). Children completed two emotion recognition measures, the Diagnostic Analysis of Nonverbal Accuracy 2 (DANVA2) and the Child and Adolescent Social Perception measure (CASP). Children and their parents also completed an assessment of children’s social skills, the Social Skills Improvement System (SSIS). Children with ADHD reported a significantly greater level of depressive symptoms and had significantly lower full scale IQ scores than children without ADHD. When these differences were accounted for, children with ADHD continued to show a handful of deficits in emotion recognition. They demonstrated difficulties in emotion recognition on the DANVA2 regarding specific emotions, fear and sadness. On the CASP, children with ADHD made significantly more errors than children without ADHD due to a tendency to make up information to explain how they were able to identify feelings. Children’s performance on the emotion recognition measures did not significantly mediate the relation between their diagnostic status and social skills (as rated by parents). In summary, additional evidence was found regarding the deficits in emotion recognition experienced by children with ADHD, however, further work needs to be done to determine if these deficits relate to the peer difficulties experienced by these children.

Children with developmental coordination disorder (DCD) find academic and performing age-appropriate perceptual-motor skills more difficult than their peers. According to research, children classified as learning disabled often show signs of one or more syndromes of developmental disorders rather than an isolated, discrete disability. The more common learning disorders include disabilities related to verbal communication development, reading disorders, gross and fine motor dysfunction and motor hyperactivity. Attention disorders, including or excluding hyperactivity, are not considered learning disabilities in themselves. However, because attention problems can gravely interfere with school performance, they are often associated with problems concerning academic skills Literature further reveals that boys are more inclined to motor problems, learning disabilities and ADHD, compared to girls. With regards to racial diversity, limited information is available, even though some literature implies that certain racial diversities differ to some extent regarding motor problems (DCD). The purpose of this study was to examine the relationship between DCD, learning disabilities and ADHD of children (N = 99) in the age group 6 to 7 years in Potchefstroom in the NW province. A second purpose was to examine the differences between gender and certain racial groups in the age group 6 to 7years in Potchefstroom with regards to to DCD, learning disabilities and ADHD. Two grade one classes were randomly selected from three selected schools in the Potchefstroom district proportionally representing the different racial groups [white (n = 37), black (n = 50), Coloured (n = 12)]. In this group, 48 boys and 53 girls were evaluated with the Movement ABC (MABC) (Henderson & Sugden, 1992), the Aptitude test for school beginners (ASB) (Swart et a/., 1994), the Modified Conner's abbreviated teacher and the Taylor Hyperactivity checklist (Lowenberg & Lucas, 1999). The Statistics for Windows computer package was used for analyzing the data. The group of children without DCD showed a statistically significant higher total ASB scores than the DCD group (p ≤ 0.00). A multiple regression analysis showed a statistically significant interaction between DCD, learning disabilities and ADHD which varied between 22% and 36%. Analysis of differences in the ASB of boys and girls with and without DCD showed no significant interactions, although racial interactions (p < 0.001) were found with the DCD group (p < 0.025). Boys with DCD did not perform as well as the girls in the coordination subtest, and their ADHD totals indicate more symptoms than those of the girls. Black children's numerical skills, verbal communication and the ASB total appeared to be considerably lower than the values of the white children. Overall, the conclusion can be made that DCD has an effect on 6 to 7-year old children's learning abilities and to a lesser extent on their ADHD status. / Thesis (M.A. (Human Movement Science))--North-West University, Potchefstroom Campus, 2007.

The purpose of this study was to determine, by means of a review of literature and empirical research, the impact of dietary interventions on the classroom health promotion of Foundation Phase learners with ADD. In order to reach this goal, it was imperative to illustrate the meaning of the concepts health, wellness, health promoting schools, nutrition and Attention Deficit Disorder (ADD). The objective of the empirical research was to determine whether dietary interventions would promote the health of Foundation Phase learners with ADD in the classroom by focusing on decreasing their levels of hyperactivity, increasing their concentration and improving their social behaviour. In conclusion, the following are some of the findings of this study. Dietary interventions impacted positively on: the hyperactivity level of participating foundation phase learners with ADD in the classroom; the ability of participating foundation phase learners with ADD to concentrate in the classroom; and the social behaviour of participating foundation phase learners with ADD in the classroom. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2005.