This thesis research examines the relation of sleep of children with ADHD and its association with three variables of mother’s sleep. Specifically, we examine specific variables of child sleep including sleep duration, sleep onset, and nightwakings and its relation to mother’s sleep onset, sleep duration, and sleep quality while controlling for child age. After conducting correlations and hierarchal regressions, data analysis indicated a positive association between child sleep onset and mother’s sleep onset, and significant negative relation to mother’s sleep duration and sleep quality. Contrary to expectations, children’s sleep duration and nightwakings were not associated with any of the mother’s sleep variables. After delineating associations between sleep of children with ADHD and their mothers, we provided research implications and in order to promote sleep in this population.

Uppsatsen är en kvalitativ undersökning om hur lärare arbetar med barn som har ADHD. Förkortningen ADHD står för Attention-Deficit/Hyperactivity Disorder och är en funktionsnedsättning. Till undersökningen har fem pedagoger intervjuats. De frågor som har funnits i intervjuerna har haft sin tyngdpunkt i hur pedagogerna arbetar med barn som har diagnosen ADHD. Barn som har denna typ av diagnos har oftast svårigheter med uppmärksamhet, impulsivitet och kan även vara hyperaktiva. I undersökningen framkom resultatet att barn som har diagnosen ADHD behöver hjälp med att strukturera upp sin vardag med hjälp av till exempel schema och fasta rutiner. Det framkom även att pedagogen behöver se till barnets behov genom att få fram rätt material och rätt undervisning. Även att ha ett gott samarbete mellan skolan och hemmet är viktigt till att hjälpa barn med ADHD att spara energi och klara av en skoldag. / The thesis is a qualitative study of how teachers work with children who have ADHD. The acronym ADHD stands for Attention-Deficit/Hyperactivity Disorder and is a disability. For the study, five teachers were interviewed. The issues that have existed in the interviews had its emphasis on how the teachers work with children who have ADHD. Children having this type of diagnosis usually have difficulties with attention, impulsivity and may be hyperactive. The study showed results that children with ADHD need help to structure their life with the help of such schedule and fixed routines. It also emerged that the teacher needs to ensure the child's needs by getting the right material and the right instruction. Even to have a good working relationship between home and school is essential to helping children with ADHD to save energy and manage a school day.

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Children with oppositional defiant disorder (ODD) and a concurrent Axis I diagnosis are often prescribed drug therapy for attention deficit hyperactivity disorder (ADHD) to manage disruptive behavior. However, ODD symptoms tend to be poorly controlled, raising questions about the effectiveness of drug therapy in children with the condition. Safety and long term consequences of pharmacological agents for ODD are important factors clinicians must consider before initiating treatment. The purpose of this literature review is to examine the pharmacodynamics and efficacy of drug therapy used for ODD in school-age children and adolescents. Additionally, awareness of poor behavior patterns and recognition of symptoms associated with ODD in children among health care providers was explored. A literature review exploring ODD and drug therapy for ODD and related behavioral disorders was conducted from various online databases. Results from 15 reviewed studies suggest that pharmacologic therapy is typically prescribed for ODD symptoms when a comorbid condition such as ADHD, a mood disorder, or an anxiety disorder is present. Drug therapy for ADHD has demonstrated effective behavioral outcomes in reducing ODD symptom severity in children and tolerable side effects when used for short-term therapy. Studies have demonstrated success and better control of ODD symptoms with a focused drug therapy regimen. Overall, the benefits of drug therapy can potentially outweigh the risks of adverse effects, and improve the quality of life in children with ODD. In conclusion, uncovering the reasons for poorly controlled ODD in children can be of clinical significance to health care providers and can support decision making when considering drug therapy for children with this condition.

The present study examined characteristics and factors related to nonprescription use of stimulant medications in college-aged populations. Prior researchers have shown that students do not perceive that taking these medications is illegal or that the medications have negative effects (DeSantis & Hane, 2010; Rabiner et al., 2009). Therefore, we examined the perceptions of legal and health risks that are associated with consumption of stimulant medication along with motivations for use and other perceptions of use. The psychology research pool was used to recruit 995 undergraduate students to the survey. Data analysis showed that the combination of sharing and selling is the most commonly endorsed method of diversion for prescription stimulant medications. Analyses also showed that those involved in using nonprescription stimulants perceived lower legal and health risks compared to those uninvolved. Future research should continue to explore diversion behaviors and risks and benefits between users and non-users.

No description available.

This study investigated the relationship between the perceived externalizing behaviors of children with attention-deficit/hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) and the maladaptive childrearing beliefs of their parents. The study used archival survey data provided by Intervention Services, Inc., a community mental health center. Data from 338 families with a child diagnosed with ADHD or ODD were analyzed. The study used the Conners' Parent Behavior Rating Scale short version to measure the level of conduct problems, impulsivity, and hyperactivity of the children as perceived by the parents. The Adult-Adolescent Parenting Inventory was used to measure the degree of parental belief in the value of physical punishment and lack of empathy towards childrens needs. Both surveys were completed by the parent. Pearson product-moment correlational analyses were undertaken for the total sample and separately for each of four subsamples: 1) males, 2)females, 3)those with ADHD, and 4) those with ODD. The results provided only moderate support for a few of the hypothesized associations between child externalizing behaviors and parent childrearing beliefs. Significant but very modest correlations were found in the total sample, male sample, and ODD sample. The strongest correlation in each sample was between conduct problems and physical punishment. The most interesting finding of the research was the difference in results between the subsamples. For the participants in this study, males and those with a diagnosis of ODD showed a greater correlation between childrearing beliefs of parents and perceived externalizing behaviors than females and those with a diagnosis of ADHD. Future research could focus on the differences in patterns of correlations found between the subsamples.

Attention deficit/hyperactivity disorder (ADHD) is one of the most common child neurodevelopmental disorders. The disorder is typically diagnosed in elementary school, but there is growing evidence for the validity of ADHD in preschoolers, and symptoms likely emerge even earlier than preschool years. Research suggests that ADHD symptoms can be evident in toddlers beyond developmentally appropriate behavior, and symptoms in toddlers are predictive of later impairment. However, few studies have examined the validity of Diagnostic and Statistical Manual of Mental Disorders (DSM) ADHD symptoms in this younger population. The present study examined the 18 DSM ADHD symptoms in a community sample of 2-year-old children by recruiting parents (N = 321) online through Amazon’s Mechanical Turk. Results showed that ADHD symptoms were fairly common in 2-year-old children; a substantial minority (22%) of children met symptom criteria for ADHD. ADHD showed similar construct validity and symptom utility to older children, with the exception of verbal hyperactive-impulsive symptoms. Similar to school-age children, a two-factor model of ADHD, was the best fit. ADHD symptoms showed convergent and divergent validity with a temperament questionnaire; symptoms were related to similar traits such as motor activation and inhibitory control, and not related to traits such as cuddliness or fear. Finally, item response theory analyses showed that items besides verbal symptoms discriminated well between toddlers high and low on ADHD. Results suggest that ADHD symptoms, with the exception of verbal symptoms, demonstrate good validity in 2-year-old children, and provide support for conducting prospective studies to determine whether 2-year-old children showing high levels of ADHD symptoms are at high risk for the development of ADHD.

Attention Deficit Hyperactive Disorder (ADHD) is a chronic disorder characterized by primary symptoms of inattention, impulsivity and sometimes hyperactivity. ADHD children suffer not only from these primary symptoms, but also from secondary negative impacts including poor peer relationships, increased conflict within family interactions as well as diminished academic achievement and increased classroom disruptions. In order to target these concerns, a 12 week pilot Multifamily Therapy Group curriculum was developed for implementation in a social service agency setting with ADHD children aged ten to twelve and their families. Using the Delphi Method, a panel of experts evaluated the curriculum, treatment process, and modality applicability. Findings and recommendations from the expert reviews will be discussed. / Master of Science

Attention Deficit Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder (NDD) that can impact various life domains. Children with ADHD commonly exhibit difficulties within the academic domain. It has been suggested that environmental factors, such as those specific to the parent-child relationship, may be related to academic achievement outcomes for children with ADHD. However, there exists a paucity of research regarding the effects of parenting factors (e.g., parental involvement, parenting style/discipline practices) on the academic achievement outcomes in children with differing severity of symptoms on the ADHD symptom domains (i.e., inattention, hyperactivity/impulsivity). Furthermore, there is even less research regarding the effects of these parenting factors on performance in specific academic subjects for children with ADHD. Math achievement is the focus of this thesis, because some researchers have suggested that parenting factors differentially affect performance in math compared to reading in children with ADHD. Although the relationships between parenting factors and math achievement have been explored for children who are typically developing, it has recently been suggested that parent-child relationship factors may impact children with ADHD differently. Therefore, research is needed on this topic, including in relation to math. Parental involvement and discipline practices were examined in relation to math achievement for children with ADHD, using a pre-existing database. It was hypothesized that inattention would be negatively related to basic math performance, but hyperactivity/impulsivity was not. Parental involvement was expected to be curvilinearly related to basic math performance, as were discipline practices. Confirmatory analyses revealed that hyperactivity was negatively related to basic math performance, but inattention was not when basic reading ability was controlled. Neither parental involvement nor discipline practices were curvilinearly related to basic math performance when entered as the independent variable. Exploratory analyses were conducted to examine the relationships between parenting and basic math performance in reverse. Results of these analyses indicated that basic math performance predicted discipline practices, but not parental involvement. Exploratory analyses regarding the potential moderating effects of parenting factors on the relationships between ADHD symptoms and basic math performance also were conducted, along with other exploratory analyses. Parental involvement moderated the relationship between inattention and basic math performance, but discipline practices did not. Furthermore, working memory moderated the relationship between inattention and basic math performance, but not the relationship between hyperactivity/impulsivity and basic math performance. Visual-spatial functioning did not moderate either relationship. Overall, it appears that the relationships between parenting and basic math performance for children with varying levels of inattention are complex. Future research is needed to enhance our understanding of how parent-child relationship factors relate to academic outcomes for children with ADHD. Furthermore, results in this area could be beneficial in determining appropriate targets for interventions (i.e., environmental and non-environmental) aimed at improving academic outcomes for children with ADHD.