The purpose of this study is to find out, explore and see how children with neuropsychiatric problems like ADHD/DAMP are portrayed and treated in five fictional children’s books written by writers who all are related to ADHD issues, except for one writer. I have done a text analysis performed on five children’s books which can be found in libraries in most of the libraries in Sweden. The analysis shows varying results between the five books followed by a general conclusion about how children with concentration problems are being presented in these chosen children's literature. The main problematic of this study is to examine how these characters are being represented and treated within the scopes of school, family relations and how ADHD/DAMP symptoms are portrayed. This study focuses on analysing how the actual ADHD/DAMP behaviour is being reflected and better understanding for the reader to understand the symptoms of ADHD. Another fact is what kind of relations these children with neuropsychiatric dysfunctions are portrayed when facing with other persons, such as family and friends and how ADHD/DAMP is affecting them daily basis. The last focus of this study is to investigate if the children in these fictive books are experiencing problems in school, and if they are receiving any support at all, for instance in form of a supporting teacher and how if these support helps the children in their personal development.

Almost all neuropsychological studies of adult bipolar disorder (BP) have failed to control for the established cognitive effects of attention deficit hyperactivity disorder (ADHD), and often other covariates. ADHD comorbidity in BP is common, and has already been shown to significantly worsen the clinical presentation of BP. This study of young adults (16 - 34 years) aimed to establish whether ADHD and BP with childhood ADHD groups had more impaired cognitive profiles (after controlling for numerous covariates) relative to BP without childhood ADHD and control groups. Using recognised structured and semi-structured clinical interviews and symptom rating scales, BP with (n = 18) or without (n = 66) childhood ADHD groups were recruited from a therapy study, and ADHD (n = 27) and control (n = 26) groups were recruited from the community. Participants completed tests (some from the Cambridge Neuropsychological Test Automated Battery) of executive functioning, memory, attention and psychomotor speed. MANCOVA results for cognitive performance indicated that the BP with childhood ADHD group did not differ significantly from the other three groups (except on a test of visual object memory, where it outperformed the ADHD group). The ADHD group was impaired relative to the BP without childhood ADHD and control groups on measures of verbal and visual memory. It was also more impaired than controls on a measure of attention. The BP without childhood ADHD group had visual memory and attention difficulties relative to controls. Compared to BP (controlling for ADHD), ADHD is associated with a more diverse range of cognitive impairment. Nevertheless, individuals with BP may independently demonstrate memory and attention difficulties which have the potential to interfere with treatment and day-to-day functioning.

The purpose of this study was to investigate how an ADHD diagnosis late in life as an adult can have effected childhood and adult life. It is a qualitative study executed by interviewing four adults, two men and two women. The individuals in the study had all experienced difficulties in their childhood and in school and had all felt different from the rest of the ambient. None of the interviewees were on medication for ADHD but most were open for trying. Support from school or other settings had been minimal. Work was described as an important part of their lives and that a significant part of it was to not become restless. None of the interviewees had committed serious crime but some talked about substance abuse in form of alcohol. All of the individuals in the study showed strong qualities that had helped them through difficult times. They had all reacted positively to the diagnosis as it gave a greater understanding for their problems. Almost all talked about how life before and after diagnosis had affected their confidence mostly the women but they all had experienced problems with mental health.

Den här studien jämförde grupperna; barn med beteendeproblem och ADHD-diagnos, samt barn med beteendeproblem men utan diagnos, och deras minskning av beteendeproblem efter att deras föräldrar medverkat i ett föräldrastödsprogram. Sammanlagt deltog 635 barn. Alla hade beteendeproblem i olika former. 54 av barnen hade diagnosticerats med ADHD. Tre separata mixed design Anova användes för att avgöra om grupperna skiljde sig åt i hur mycket beteendeproblem, ouppmärksamhet och hyperaktivitet minskade, samt om skillnaden var stabil över tid. Efter att ha kontrollerat för kön och ålder visade resultatet en signifikant skillnad mellan barn med ADHD och de utan beteendeproblem minskningar. Grupperna med problem minskade sina beteendeproblem i större utsträckning än de utan. Förändringen höll i sig över tid. Vad detta resultat beror pådiskuteras vidare i rapporten.

Syftet med denna undersökning är att belysa hur elever med diagnosen ADHD beskriver lärmiljön, bemötande och åtgärder under sin skoltid. Avsikten är att få en ökad förståelse för dessa elevers skolerfarenheter. Denna studie bygger på öppna intervjuer med tre elever med diagnosen ADHD, som har genomgått grundskolan. Resultatet visar att respondenterna har en god kunskap om hur de vill ha sin undervisning. De har mött lärare som inte förstått dem och inte heller haft någon kunskap om innebörden av att ha diagnosen ADHD. Respondenterna beskriver även lärare som med sitt bemötande och sina kunskaper underlättat för dem under deras skoltid. Utifrån mitt resultat visar det sig att lämpliga anpassningar är en bra placering i klassrummet och tydliga instruktioner. Respondenterna beskriver även att de ibland behöver lämna klassrummet för att kunna fokusera och få arbetsro. De önskar förståelse och flexibilitet från lärarna och åtgärder som är anpassade efter deras individuella svårigheter och behov. Mina slutsatser är att det är viktigt att se eleverna som individer, att ge dem tydlighet och struktur och anpassa lagom för att öka deras möjligheter till KASAM

Syftet med det här examensarbetet är att som lärare få en inblick i hur det är att få en elev med diagnosen Adhd i sin klass. Jag vill att arbetet skall belysa olika pedagogiska sätt att ta hand om och lära dessa elever att klara sin skoldag och att få en meningsfull utbildning Intresset för detta ämne startade då man inom skolan och även utanför skolan pratar om att dessa elever får för lite hjälp för att klara av sin skoltid För att få hjälp med denna undersökning har jag intervjuat både skolpersonal och elever. Resultatet av mina intervjuer har gett mig många svar på hur jag bör undervisa och ta hand om dessa elever och även att den personal som jag har intervjuat lägger oerhört mycket tid och kraft för att hjälpa dem. Som exempel kan nämnas att Adhd -eleven behöver tydliga, avgränsade instruktioner gärna med bilder och tillhörande text för att lättare komma ihåg dem. Elevens vardag skall ha en klar och riktig struktur med skoldagens aktiviteter på ordnade scheman som tydligt visar vad eleven skall göra och vara. I mina litteraturstudier har jag samlat in fakta angående hur Adhd påverkar människan, hur man kan hjälpa dem att få en bättre vardag och hur man kan verka i skolan. / The purpose of this thesis is, as a teacher, to get an insight into what it is like to have a student diagnosed with Adhd in ones class. I want this work to show various educational ways to care for and teach these students to meet their school day and to get a meaningful education. Interest in this subject started when we in school and outside school are talking about these students geting too little help to cope with their education. In this investigation, I have interviewed both school staff and students. The result of my interviews has given me many answers to how I should teach and take care of these students. The staff I interviewed are also using enormous time and effort to help them. As an example, the Adhd students need clear, distinct instructions preferably with photographs and accompanying text to more easaly remember them. Pupil's everyday will have a clear and accurate structure of the school day's activities in schedules that clearly shows what the student should do and where to be. In my literature studie I have collected the facts about how ADHD affects people, how to help them gain a better everyday life and how to be the school.

Although Attention-Deficit/Hyperactivity Disorder (ADHD) is a common disorder amongst school going children, it is often misdiagnosed, misunderstood and mismanaged. This state of affairs does not bode well for the development of the ADHD learner and often leads to long-term impairments in terms of the learner's social and emotional development, academic performance and future vocational success. Therefore, it is essential that teachers fully understand the disorder and know how to optimally accommodate ADHD learners in their classrooms. The aims of the research were as follows: to determine whether a significant difference exists between teachers' ratings of the importance of certain didactic approaches, behaviour management strategies and parental involvement in accommodating ADHD learners in "regular” classrooms on the one hand, and the frequency of teachers' implementation thereof on the other; and to determine how variables such as gender, age, teaching experience and qualifications affect (1) teachers' ratings of the importance of certain didactic approaches, behaviour management strategies and parental involvement for accommodating ADHD learners in "regular" classrooms and (2) the frequency of teachers' implementation thereof. A dual research approach was followed to achieve the aims of the research. First, a literature study was done on ADHD with reference to its aetiology, prevalence, symptoms, co-morbid features and treatment options. The implications of accommodating ADHD learners in "regular” classrooms were discussed against the background of the inclusive educational approach. Second, an empirical investigation was undertaken to determine how important teachers rate various inclusive didactic approaches and strategies and how frequently they implement them. The effect that variables such as gender, age, qualifications and teaching experience could have on teachers' ratings of the importance and frequency of implementation of these inclusive didactic approaches and strategies were also investigated. A structured questionnaire was distributed amongst 115 intermediate phase teachers who are teaching in ex-Model C primary schools in the Klerksdorp and Potchefstroom school districts. The data was statistically analysed and the following conclusions were drawn: Although teachers are aware of the importance of certain didactic approaches, behaviour management strategies and parental involvement for the optimal inclusion of ADHD learners in "regular" classrooms, in practice they do not implement these aspects so frequently. Female teachers rate the implementation of certain didactic approaches, strategies related to teacher behaviour and parental involvement more important for accommodating ADHD learners in their classrooms than their male counterparts, and implement them more frequently than male teachers. In general, variables such as gender, age, teaching experience and qualifications do not significantly affect (1) teachers' ratings of the importance of certain didactic approaches, behaviour management strategies and parental involvement for accommodating ADHD learners in regular classrooms, or (2) the frequency of teachers' implementation thereof. Resulting from the findings of the research, practical guidelines were recommended to enhance the teaching and inclusion of ADHD learners in "regular" classrooms. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

ADHD medication use has grown substantially, yet, little is known about treatment-seeking and prescription practices in the absence of ADHD diagnoses. This project utilized data from the National Comorbidity Survey-Adolescent Supplement, a survey of adolescent psychiatric disorders in the U.S. Rates of medication use, and the influence of prescriber specialty and treatment encouragement, on medication use were investigated among adolescents with ADHD, sub-threshold ADHD, and without ADHD. Findings showed that a small but notable proportion of adolescents in the sub-threshold and no ADHD groups took medication for ADHD. Encouragement from psychiatrists but prescriptions from family doctors were associated with medication use. These findings suggest that adolescents with minimal symptoms may be medicated for behaviour within the range of normal, whereas those with numerous symptoms may not be receiving adequate treatment. Second opinions may assist in proper dosage and treatment. The influence of encouragement from psychiatrists and prescribing physicians is discussed.

Syftet med denna undersökning är att beskriva hur de svårigheter elever med ADHD har i skolan, samt hur vi pedagoger kan hjälpa dem tillgodogöra sig utbildningen. Undersökningen är kvalitativ och bygger på intervjuer av lärare som arbetat mycket med ADHD-elever. Jag har även tagit stöd i litteraturen för att återge de svårigheter dessa elever har, samt hur man enligt forskarna stöttar dessa elever på bästa sätt. Resultatet visar att det råder en stor kongruens mellan forskarnas och lärarnas undervisningsmetoder, men det finns också skillnader. Elever med ADHD är ingen homogen grupp, utan deras svårigheter varierar. Därför behöver man som lärare en stor kunskap om hur dessa elevers svårigheter yttrar sig samt hur man på bästa sätt kan undervisa för att underlätta både för läraren, övriga elever och eleven med ADHD.

Working memory (WM) refers to the information processing system that is responsible for the maintenance plus manipulation of information. WM is necessary for the performance of complex tasks, such as reasoning and comprehension. Until relatively recently, WM capacity was thought to be a fixed trait of the individual. However, research findings on the effects of WM training programs have demonstrated otherwise. Therefore, this dissertation examined the impact of WM training in college students with Attention-Deficit/Hyperactivity Disorder (ADHD) and Learning Disabilities (LD), two neuro-developmental disorders in which WM is impaired. The main objectives of this dissertation were to investigate training gains on the WM training program itself, transfer effects, and 2-month maintenance effects. College students with ADHD/LD, all of whom were registered with student disability services, were randomized to either the WM training program or a wait-list control group. Those who received WM training showed significantly greater improvements in the criterion WM measures (WAIS-IV Digit Span, CANTAB Spatial Span) and self-reported fewer ADHD symptoms and daily cognitive failures, compared to the control group. Analysis of participants who completed the follow-up assessment indicated that the gains in WM were maintained for at least 2 months after training. The dissertation is presented in four chapters. The introduction provides a broad overview of the research on WM, ADHD/LD, and WM training. The second chapter expands upon the methods used in the current study. The third chapter consists of a manuscript that will be submitted for publication. The fourth and final chapter summarizes the findings of the current study and discusses its implications for future research and clinical practice.