Attention deficit hyperactivity disorder [ADHD] är den vanligaste neuropsykiatriska diagnosen hos barn och ungdomar med en prevalens på över fem procent i världen. Begränsade områden är självstyrdinlärning, hantering av motoriska, exekutiva och kognitiva förmågor. Diagnosen påverkar aktivitetsförmågor, relationer, social utveckling och välbefinnande samt barn och familjers livskvalité. Syftet med denna litteraturstudie var att sammanställa befintlig forskning om arbetsterapeutiska interventioner för barn och ungdomar med ADHD i åldern sex till arton år, samt interventionernas effekt. Metoden som användes var en litteraturstudie med kvantitativ inriktning. Huvudsökningar gjordes i databaserna Academic Search Premier, Cinahl, APA Psycinfo och PubMed. Antal inkluderade artiklar är åtta. Författarna hittade fyra kategorier som presenteras under rubrikerna; 1) Intervention som förbättrar den kognitiva förmågan, 2) Interventioner för att hantera motoriska svårigheter, 3) Interventioner som förbättrar akademiska inlärningsförmågor och 4) Interventioner för att kunna formulera mål.  Resultatet visade att arbetsterapeutiska interventioner har positiva effekter inom exekutiva-, motoriska-och akademiska inlärningsförmågor, samt för att kunna sätta egna mål och uppnå dessa. Slutsatsen visar att behovet av vidare forskning kring ämnet är aktuellt samt att det är viktigt med tidiga insatser för att underlätta skol och fritidsmiljöer för barn och ungdomar med ADHD.

Attention deficit hyperactivity disorder (ADHD) är den vanligaste diagnosen inom neuropsykiatriska funktionsnedsättningar för barn. Utmärkande symptom för en person med diagnosen ADHD är svårigheter att utföra uppgifter, fokusera, bibehålla uppmärksamhet och passa tider, vilket är faktorer som kan påverka skolgången negativt. Arbetsterapeutiska interventioner har framtagits för att främja delaktigheten av barn med ADHD i skolmiljö. Det är dock oklart vad dessa interventioner har för effekt bland barn med ADHD. Syftet med denna litteratöversikt var att beskriva arbetsterapeutiska interventioner och dess effekt för barn i åldern 6-18 år med diagnosen ADHD i skolmiljö samt diskutera dessa utifrån ett arbetsterapeutiskt perspektiv. Till denna litteraturstudies metod användes en kvantitativ litteraturöversikt och de valda databaserna till huvudsökningen var Cinahl, PubMed och Academic Search Premier. Utifrån de sju inkluderade artiklarna hittade författarna interventioner som föll under två rubriker som presenterades enligt följande: Kompensatoriska interventioner i stillasittande skolarbete och dess effekt och Intervention för målsättning och effekt. Slutsatsen visade på att interventionerna viktväst, Cognitive-Functional, sittdynor och tidshjälpmedel hade positiv effekt på barns prestation i skolmiljö, förmåga att skapa egna mål och bibehålla uppmärksamheten i klassrumsmiljö. Terapibollar påvisade ingen effekt. Det finns ett fortsatt behov av forskning inom detta område då det finns en begränsad mängd forskning om ämnet i nuläget och särskilt när det gäller flickor med diagnosen.

The aim of this study was to investigate the experiences of mothers of primary school learners diagnosed with attention deficit hyperactivity disorder (ADHD). The main determinant of parenting stress was contained in the primary symptoms of ADHD, namely, attention deficit, hyperactivity and impulsive behaviour, as well as in the disruptive effects on others in the immediate environment. The three primary symptoms of ADHD as listed above, often result in such secondary problems as learning deficiencies, poor self-image and inadequate social relations. Seven mothers of learners with ADHD were selected to participate in the empirical investigation. A qualitative research model was employed with specific use of a list of questions, participatory perception and unstructured interviews. Results obtained from the empirical research indicated that the symptoms of ADHD as manifested by the learners, as well as the accompanying secondary problems, impacted negatively on the mothers of these learners. / Educational Studies / M. Ed. (Skoolvoorligting)

According to DSM-IV criteria a child has attention-deficit hyperactivity disorder (ADHD) if the child consistently shows one or more of the following characteristics over a period of time, and to a degree that is maladaptive and inconsistent with the child's developmental level: (1) inattention, (2) hyperactivity, and (3) impulsivity (Santrock, 2002). Despite the years of research and the advances in understanding and treating children with ADHD, the disorder continues to be a serious educational and social impairment (Weiss & Hechtman, 1993). When examining the literature on ADHD, what is very clear is the scarcity of published literature that draws from parental perceptions on the disorder. If we are to fully understand ADHD and the effect that it has upon our society it is vital that a candid examination of parents' perceptions occur. This qualitative, phenomenological study used in-depth interviews to explore parents' perceptions of raising a child with ADHD. The present study focused on parents' perceptions regarding five aspects of raising children with ADHD, namely: 1) parents' perceptions regarding their interaction with health professionals and the child's use of medication, 2) parents' perceptions regarding the effects of ADHD on family life, 3) parents' perceptions about their ADHD child and the school experience, 4) parents' concerns and hopes for their ADHD child, and 5) getting through the day and advice for other parents of ADHD children. A number of implications for health and educational professionals arose from the current study's examination of parents' experiences, insights, and strategies for dealing with the ADHD child. Parents also discussed their concerns for the future for their ADHD child and offered valuable advice for other parents whose child has just been diagnosed with ADHD. How parents view the experience of raising a child with ADHD, their feelings about the experience, the actions that they take, and the strategies that they use to cope is important information that will assist in understanding and interacting with families who have a child with ADHD. / Psychology / D.Litt. et Phil. (Psychology)

Learners with Attention Deficit Hyperactivity Disorder (ADHD) traditionally display disruptive and other associated negative behaviour in the classroom setting. Behaviour management strategies utilised by the teacher in the school environment can assist in reducing this type of behaviour that impacts negatively upon their academic performance. This research study develops and investigates the effectiveness of a programme of practical behaviour management strategies designed to reduce disruptive behaviour of learners with ADHD in the classroom. / Educational Studies / M. Ed. (Educational Psychology)

Psychology / M.A. (Psychology)

Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Homoeopathy, Durban University of Technology, 2012. / INTRODUCTION Attention-Deficit/Hyperactivity Disorder (ADD/ADHD) is a multifactorial and clinically heterogeneous disorder that is associated with tremendous financial burden, stress to families and adverse academic and vocational outcomes (Bierderman, 2005). ADD/ADHD is currently one of the most researched childhood conditions, yet there is still much controversy and misunderstanding surrounding it. It is also one of the most commonly diagnosed disorders of childhood development (Picton, 2005) and the prevalence of this disorder in adults is increasingly recognized (Bierderman, 2005). Parents are seeking alternatives, as they are concerned with the side effects of Methylphenidate hydrochloride and other conventional medication used to treat the symptoms of ADD/ADHD. AIM The aim of this research was to document the current practices of registered homoeopathic practitioners, with regard to ADD/ADHD. In addition, their perceptions regarding aetiology, treatment, management and success rate was investigated. This research took the form of a qualitative survey targeting homoeopaths practicing within the KwaZulu- Natal region. METHOD A total of 42 practitioners were contacted, 35 practitioners initially agreed to participate in the study, and the questionnaires were electronically sent to them via email. Of these 35 homoeopaths, 22 participated in the survey, i.e. giving an overall response rate of 62 percent. The questionnaires were electronically distributed and collected via email. The raw data was coded and captured by Google docs and the results were analysed by utilizing the SPSS for Windows version 18 SPSS/PASW 2009. RESULTS The majority of the responding homoeopaths practiced in the more urban areas of KwaZulu-Natal, more specifically within the eThekwini Durban area. The majority of these homoeopaths had qualified from the Durban University of Technology, were English speaking females and were between the ages of 25-35 years old. The homoeopaths within this study found that most patients who present with ADD/ADHD symptoms are previously diagnosed by paediatrician’s neurologists or psychologists. According to the homoeopaths participating in the study, the general consensus is that the diagnosis of ADD/ADHD is given far too easily, and without proper assessment, 86 percent of the homoeopaths are of the opinion that ADD/ADHD is misdiagnosed, and ninety one percent stated that ADD/ADHD is over diagnosed. The majority of the practitioners prescribe a simplex remedy, or the Simillimum, whereas only a few practitioners prescribe a complex remedy. It was found that the most common complex prescribed is Nervoheel®. Some practitioners prefer to make up their own complexes, which would be patient specific. In this study it was found that 68 percent of the practitioners reported the sycotic miasm to be most common, and 54 percent of the practitioners reported the tubercular miasm to be the second most common presenting miasm. The homoeopaths in this study stated that they prefer to use a holistic approach to obtain optimal well being, thus advice, lifestyle adjustments, education and counselling all form part of the treatment and management of a patient with ADD/ADHD, making it unique and specific to each case. Of the adjunctive therapies, Vitamins, supplements, and nutritional changes are recommended, especially if a deficiency has been identified. The most commonly prescribed supplements for ADD/ADHD are the Essential Fatty Acids (EFA’s) followed by Vitamin B Complexes, Multi-vitamins and Magnesium, Zinc, and Calcium. CONCLUSION The majority of the homoeopaths in this study reported that they are having a moderate to great success in treating and managing patients with ADD/ADHD. Many of these practitioners thought there to be no single cause for ADD/ADHD, however many of them found there to be a few significant contributing factors to the development or aetiology of ADD/ADHD. These factors include; genetics, environment, diet, vaccinations and family dynamics. The majority of the practitioners believe that ADD/ADHD is far too easily diagnosed and that further assessment of the mental, emotional, and physical symptoms of the patient need to be taken into consideration. The majority of the homoeopaths in this study prefer to use Simplex treatment, and consider diet, lifestyle changes, and phytotherapy the most successful adjunctive therapies when treating and managing a patient with ADD/ADHD. Many of the practitioners within this study reported that homoeopathy should be considered a primary treatment option for patients with ADD/ADHD, as the focus of the treatment is on determining the cause of the symptoms, and then managing the patient as a whole, focusing on changing the diet, altering the lifestyle, and treating the totality of the mental, emotional and physical symptoms.

Thesis (MA (Psychology))--University of Stellenbosch, 2005. / Attention-Deficit/Hyperactivity Disorder (ADHD) is a serious disorder that effects approximately 5% of South African children. Teachers are seen as one of the most valuable sources of information with regard to referral and diagnosis of ADHD. They also have the responsibility for creating an environment conducive to academic, social and emotional success for children with ADHD. However as there is some doubt as to whether teachers have the appropriate knowledge of ADHD to fulfil this important role, this study aimed at assessing the knowledge and misperceptions of ADHD of primary school teachers in towns on the periphery of the Cape Town Metropole.

M.A. (Counselling Psychology) / The treatment of learning- and associated socio-emotional problems as found in ADHD has long been researched and practiced. The treatment still doesn't seem 100% effective since it helps in some cases but worsens effects in others. The literature aroused the possibility that other disorders could occur under the same behavioural symptoms as displayed in ADHD. One of these is Tourette's disorder ...

The purpose of this investigation was two-fold. First, to examine the level of diagnostic accuracy of psychologists when their decisions were subjected to statistical procedures that analyzed group differences and group membership predictions. Second, to examine the sensitivity of the Wisconsin Card Sorting Test (WCST; Heaton, Chelune, Talley, Kay, & Curtiss, 1993) in differentially identifying children who experience ADHD and RD-LD symptoms. The diagnostic battery used to identify ADHD, RD-LD, and Normal subjects included intellectual, academic achievement, attention, and hyperactivity measures recognized as sensitive to these disorders. Performance on the WCST was then examined to determine its usefulness in discriminating between the aforementioned groups.Scores for the diagnostic variables for 115 subjects (mean age = 9.8 years; males = 80; females = 35) were analyzed using oneway ANOVAs to determine differences between groups. A subsequent cluster analysis was conducted using Ward's method to determine group membership of the subjects and resulted in a sample of 87. This cluster analysis resulted in a four cluster solution with the groups being identified as ADHD, RD-LD, Normal, and "Close Calls."Two linear discriminant analyses were performed with the first using the diagnostic groups diagnosed by the previous psychologists as groups and diagnostic variables as predictors. The second used the diagnostic groups diagnosed by evaluating psychologists and the WCST variables used as predictors to examine their ability to discriminate between groups and predict membership.The first linear discriminant analysis yielded two significant functions of three indicating confidence in the diagnoses provided by the evaluating psychologists. The second linear discriminant analysis yielded no significant findings when using the WCST variables as predictors. As a result, it appears the WCST provides little useful information in the differentiation between ADHD, RD-LD, and normals. / Department of Educational Psychology