Unilateral Visual Neglect was measured in 12 Attention Deficit Disorder, Hyperactive elementary boys aged 8-12 years old, and 27 classroom derived boys also aged 8-12. Previous studies have suggested greater numbers of omission errors on the left side of the page in attention deficit disorder. This study compared a carefully diagnosed group of hyperactives to a classroom sample of boys to see if this type of error is particular to the ADD with H dimension of attention. The Behavioural Inattention Test (Thames Valley Test Company, (1987) series of conventional subtests, was used. This test is commonly used to detect neglect in stroke victims. Tests involve line bisection, line crossing, star and letter cancellation, representational drawing and copying of drawings. No significant differences between the two groups were found on non-parametric statistical testing of the results of four comparisons: total test score, total errors, left sided errors, right sided errors,. Some differences between the groups were noted, but scores realized were very close to the ceiling and few errors were made. It was concluded that the BIT test is not especially suitable for testing neglect in this population. / Graduate

The purpose of this study was to functionally define and empirically test a model of psychological distress for mothers of children diagnosed with Attention-Deficit Hyperactivity Disorder (ADHD). This model delineates characteristics of the child, the parent, and the environment that may affect mothers' psychological symptomatology.

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

M.A. / This study is an exploratory pilot study that investigates the relationship between a childhood diagnosis of attention deficit hyperactivity disorder (ADHD) and adult substance use disorders. The existing literature suggests four links in this relationship, namely: self – medication, the priming effect of psycho – stimulants, adult attention deficit hyperactivity disorder (ADHD) and psychiatric comorbidity. This study found that the relationship is not as linear as what the literature suggests. The full impact of the relationship between a childhood attention deficit hyperactivity disorder (ADHD) and adult substance use disorders should be investigated in terms of the lifelong development of ADHD. A deve-lopmental approach to psychopathology should be adopted. This study also identified a number of risk and protective factors in the development of psychopathology. These risk and protective factors are another area for further research.

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.

No description available.

No description available.

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

Thesis (Ph. D.)--University of Rhode Island, 2005. / Typescript. Includes bibliographical references (leaves 83-93).