Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Supervisor: Margaret Semrud-Clikeman. Vita. Includes bibliographical references. Also available from UMI.

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 156-162). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 151-180). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 151-180). Also available on the Internet.

Thesis (Ed. D.)--University of Massachusetts Amherst, 2009. / Includes bibliographical references (p. 220-233). Print copy also available.

ADHD is a childhood onset disorder with the cardinal features of inattention, impulsivity, and hyperactivity. Research has verified the validity of two subtypes of ADHD, Inattentive type (ADHD/PI) and Combined type (ADHD/C), which have unique differences in behavioral, emotional, and social impairment. The question remains, however, as to whether the ADHD subtypes actually represent two separate and distinct disorders. Results from studies examining executive functioning ability in ADHD have provided inconsistent and confusing results; however, several studies have shown poorer performance on certain measures of executive function for children with ADHD. Additional research on ADHD suggests that ADHD/PI and ADHD/C may have specific executive functioning deficits. The majority of previous research exploring the executive functioning deficits of ADHD has focused on ADHD/C or has neglected to differentiate between the subtypes, resulting in limited or inconsistent findings. Thus, the exact relationship between executive functioning and the ADHD subtypes is understudied and unclear. This study attempted to identify the differential patterns in the executive functioning of children with ADHD by subtype. Using executive functioning tasks of inhibition, planning, and working memory, this study sought to determine whether children with ADHD/C and ADHD/PI displayed unique patterns of executive functioning. Participants included 60 children aged 8-15 years who were classified into three groups: ADHD/C, ADHD/PI, and control. Results from this study revealed significantly poorer performance by the ADHD subtypes on a task of inhibition. Although analyses using the remaining tasks indicated subtype differences on planning, working memory, and inhibition/ cognitive flexibility tasks, these results were not statistically significant. Results are consistent with previous research which has also detected performance differences by the ADHD subtypes on executive functioning tasks; however, not at the clinically significant level. Analyses examining symptom severity indicated a relation between inattentive symptoms and executive functioning performance. Thus, further exploration into executive functioning within the ADHD subtypes is needed for the clarification of the neuropsychological similarities and differences of these two ADHD subtypes. Such research could assist in the establishment of effective interventions and assessment tools to aid in the earlier and more accurate identification of children with ADHD. / text

Objectives: The objective of this project is to examine the effectiveness of non-pharmacological intervention - behavioral therapy for ADHD children so as to determine whether this is as an alternative medical therapy for ADHD children. Background: Attention Deficit and Hyperactivity Disorder (ADHD) is the most common neurobehavioral disease in child. Symptoms can continue through adolescence and adulthood. Children suffering from ADHD disorders have symptoms of hyperactivity, failure to concentrate on activities and poor behavioral control. There are three sub-types of ADHD disorder, namely; hyperactive dominant type, inattentive dominant type and combined type. There are increasing numbers of children who are referred to child psychiatrists with an ADHD diagnosis internationally. In Hong Kong, ADHD contributes the majority of patients seen in child psychiatric clinics. The prevalence rate of ADHD in Hong Kong is 6.1% in primary school students and represents a similar rate to that reported worldwide. Methods: A literature search was conducted via Medline, PubMed and Google, to find relevant studies reviewing the effectiveness of non-pharmacological interventions for ADHD children. Result: Nine articles were identified that matched the inclusion criteria for this review. These studies concern behavioral interventions for ADHD children and include a range of behavioral and cognitive behavioral approaches. Two of these nine articles provided evidence that for pre-school children aged up to six years old, parent-training programs were effective in improving ADHD symptoms. Six of these nine articles provided evidence that for school aged children providing mixed Cognitive Behavioral Therapy (CBT) and Social Skills Training (SST) along with parallel group sessions for parents are beneficial to ADHD children. One of these nine articles provided evidence that CBT is beneficial in adopting appropriate coping skills in ADHD children. Conclusions: In views of the concerns about use of drug therapy for ADHD, behavioral intervention appears to be feasible and potentially effective as an alternative medicine for children with ADHD. / published_or_final_version / Public Health / Master / Master of Public Health

Time deficit in people with ADHD has been consistently found, but the underlying mechanism remains unclear. The present study aimed to investigate whether divided attention and selective attention are the causes for the deficit; and whether duration judgment performance was related to everyday temporal behaviour. 20 children with ADHD and 23 control children (mean age = 9 years 5 months) matched on age and IQ with no significant difference in working memory were tested. Experiment 1 used retrospective and prospective paradigms with arithmetic tasks. We compared time reproduction and arithmetic performances of the two groups across paradigms and found the expected interaction on the arithmetic performance but not the main effects of group or paradigm, and the interaction on time reproduction. Experiment 2 consisted of different event structures with simple motor tasks. We compared time reproduction of the two groups across structures and found the expected main effect of group and interaction effect but not main effect of structures. Furthermore, our results only provided limited support for the relationship between duration judgment and everyday temporal behaviour. The present findings suggest that aspects of attention remains promising as potential causes for time deficit in ADHD. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences

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