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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
601

Investigação de Transtorno de Déficit de Atenção e Hiperatividade (TDAH) entre estudantes de odontologia e suas repercussões na destreza manual e desempenho cognitivo / Attention Deficit Hyperactivity Disorder (ADHD) among dental students and its effects on manual dexterity and cognitive performance

Silva, Maria Aparecida da 17 December 2014 (has links)
O Transtorno de Déficit de Atenção e Hiperatividade (TDAH) é caracterizado por caracterizado por desconcentração frequente, falta de controle dos impulsos e comportamento hiperativo iniciados na infância que permanecem por toda a vida em até 75% dos casos. O transtorno está associado a adversidades como baixo desempenho escolar e outras condições comórbidas, como ansiedade, depressão, uso de substâncias psicoativas e problemas de coordenação motora, principalmente destreza manual, este último mais descrito na infância e nomeado por Transtorno do Desenvolvimento da Coordenação (TDC). O presente estudo teve duas fases: na primeira, o objetivo foi investigar a frequência de autorrelato de sintomas de TDAH em uma população de estudantes de Odontologia; na segunda, confirmar clinicamente o diagnóstico desse transtorno, avaliar história pregressa de problemas motores (se presença do TDC) e aplicar instrumentos para avaliar destreza manual e aspectos psicossociais. Material e Métodos. Foram incluídos 408 estudantes do curso de Odontologia da Universidade de São Paulo na primeira fase, com idade média de 22± 4,06 anos, aplicada a escala de autorrelato para sintomas de TDAH - Adult Self Report Scale (ASRS). Na segunda fase, foram identificados os casos considerados risco para TDAH (47 estudantes) e convocados para entrevista clínica para avaliação de diagnóstico do TDAH e de Transtorno do Desenvolvimento da Coordenação, conforme critérios do Manual de Diagnóstico e Estatística para Transtornos Mentais quarta edição (DSM-IV). Foram incluídos 10 estudantes com TDAH e 19 controles sem TDAH, pareado para gênero e idade. Houve um estudante com diagnóstico de TDAH+TDC. Instrumentos aplicados: escala de Beck-ansiedade, Escala de Beck-depressão, ASSIST, WHOQOL-bref, teste Grooved- Pegboard e Pick-up teste de Moberg. Foi formado um grupo controle sem diagnóstico de TDAH, pareado para gênero e idade. A estimativa de TDAH foi baseada na proporção de casos com escores elevados na escala ASRS; para o estudo de caso controle, foram feitas análises utilizando testes não paramétricos (Qui-quadrado, Wilcox, Mann-Whitney). O nível de significância considerado foi <5%. Resultados: para a primeira fase, 11,5% tiveram altos escores para sintomas de TDAH; na segunda fase, diagnóstico clínico em 10 sujeitos e 19 controles. Houve um estudante com diagnóstico de TDAH+TDC. O grupo TDAH apresentou-se diferente do controle para as seguintes variáveis: autorrelato de sintomas depressivos (p=0,027), desempenho acadêmico (p= 0,009), destreza manual (p=0,017) e qualidade de vida no domínio físico (p=0,01). Conclusão: Universitários com TDAH apresentam mais adversidades em relação a seus pares não TDAH, como mais sintomas depressivos, mais prejuízo acadêmico e pior qualidade de vida, assim como pior destreza manual. / Attention Deficit Hyperactivity Disorder (ADHD) is characterized by difficulties in concentration, by hyperactivity and impulsive control, which remain throughout life by up to 75% of cases. The ADHD is associated with many adversities such as poor school performance and other comorbidities, including anxiety, depression, substance abuse, and motor coordination problems (predominantly manual dexterity). The latter is more common in childhood and is called Developmental Coordination Disorder (DCD). The present study consisted of two phases: the first phase investigated the frequency of self-reported ADHD symptoms in a population of college students; the second phase aimed to clinically confirm the diagnosis of ADHD and to evaluate the past history of motor coordination problems (when the presence of TDC). Material and Methods: 408 students of the School of Dentistry of the University of São Paulo were included in the first phase, with a mean age of 22 ± 4.06 years and the scale of self-reported ADHD symptoms was applied - Adult Self Report Scale (ASRS). In the second phase, the cases considered at risk for ADHD (47 students) were identified and called for a clinical interview for the diagnostic assessment of ADHD and Developmental Coordination Disorder (DCD). Ten students were clinically diagnosed with ADHD and 19 controls. Only one student was diagnosed with ADHD + DCD. In cases in which ADHD and DCD were confirmed, according to criteria of the Diagnostic and Statistical Manual of Mental Disorders fourth edition (DSM-IV), instruments were applied: Beck Scale-anxiety, depression-Beck scale, ASSIST, WHOQOL-BREF, Grooved-Pegboard test and Pick-up Moberg Test. A control group consisting of individuals without diagnosis of ADHD, matched for sex and age, was formed. Estimation of ADHD was based on the proportion of cases with high scores on the ASRS scale; for case-control analyses using nonparametric tests (chi-square, Wilcox, Mann-Whitney). The significance level was set at 5%. Results: In the first phase, including 408 students, 11.5% presented high scores for symptoms of ADHD. The group that received a clinical diagnosis of ADHD showed greater psychosocial impairment compared with the control group, as the worst quality of life in the physical domain (p = 0.01), more depressive symptoms (p = 0.027), greater impairment in academic performance (p = 0.009) and worst quality manual dexterity related to task performance (p = 0.017). Conclusion: College students with ADHD have more adversities in relation to their non-ADHD peers, as more depressive symptoms, poor school performance and poor quality of life and manual dexterity, which can be even more impactful because the Dentistry course requires great dexterity of its students.
602

Cognitive impulsiveness in Afrikaans speaking primary school children with attention deficit hyperactivity disorder

Badenhorst, Dirk Cornelius January 2003 (has links)
Thesis (M.A. (Clinical Psychology)) --University of Limpopo, 2003 / Refer to document
603

A LITERATURE REVIEW OF SENSORY-BASED ALTERATIVE SEATING FOR INDIVIDUALS WITH DISABILITIES

von Schlutter, Hannah 01 January 2017 (has links)
The purpose of this review was to determine whether the use of sensory-based alternative seating to increase the appropriate behaviors of individuals with disabilities is an evidence-based practice (EBP). Articles located on this topic were descriptively analyzed, and What Works Clearinghouse (WWC) guidelines were applied to determine each study’s methodological rigor, level of evidence, and whether, taken together, there is enough research to support alternative seating as an EBP. A total of 37 studies of the effects of sensory-based alternative seating on individuals with disabilities were found. These studies included a total of 44 participants, between 3 to 9 years of age. Based on WWC guidelines, six of the 37 studies, or 16%, met standards for rigor, and of those, only one study showed evidence of a positive effect on the target behavior. The results and their implications for teachers/practitioners, and future research are discussed.
604

A Study of the Association Among the Diagnosis of Speech-Language Impairments and the Diagnoses of Learning Disabilities and/or Attention Deficit Hyperactivity Disorder

Cogswell, Pamela E. 01 January 1992 (has links)
The purpose of this study was to determine if an association exists among the diagnosis of speech-language impairments (SLI) and the diagnoses of learning disabilities (LD) and/or attention deficit hyperactivity disorder (ADHD) in a school-aged population of children referred to a Learning Disorders Clinic (LDC) because of academic underachievement and/or behavior problems. The two research questions asked in this study are: (a) What percentage of students diagnosed with SLI have a concomitant diagnosis of LD and/or ADHD? and (b) Is there an association among the diagnosis of SLI and the diagnoses of LD and/or ADHD? A sample of 94 subjects was obtained from review of 291 LDC records of children ref erred and diagnosed during the years 1989-1992. The subjects were grouped into eight categories by diagnosis, that is, (a) SLI, (b) SLI/LD, (c) SLI/ADHO, (d) SLI/LO/ADHD, (e) no diagnosis of SLI/LO/AOHD, (f) LO, (g) ADHD, and (h) LD/ADHD. The obtained Chi square value was not statistically significant at a .OS alpha level. Thus, the null hypothesis: there will be no association among the diagnosis of SLI and the diagnoses of LO and/or ADHD, could not be rejected. In this sample, however, 85% of the children diagnosed with SLI had a concomitant diagnosis of LD and/or ADHD, and 70% with no SLI diagnosis were diagnosed with LD and/or ADHD. The overlapping nature of the disorders of SLI, LD, and ADHD is noted. The definitions of SLI and LO demonstrate how enmeshed language and learning problems are. One inference from this study is that as children grow older, their language deficits are recognized in the context of a learning disorder.
605

Do sluggish cognitive tempo symptoms improve with school-based ADHD interventions? Outcomes and predictors of change.

Smith, Zoe 01 January 2019 (has links)
Sluggish cognitive tempo (SCT) is a construct that includes symptoms of slowness, mental confusion, excessive daydreaming, low motivation, and drowsiness/sleepiness. SCT is often co-morbid with attention-deficit/hyperactivity disorder (ADHD), and SCT symptoms are associated with significant academic and interpersonal impairment above and beyond the influence of ADHD symptoms. Despite the overlap between ADHD and SCT and associated impairments, no studies have evaluated how evidence-based psychosocial interventions for adolescents with ADHD impact symptoms of SCT. This study examined whether SCT symptoms improved in a sample of 274 young adolescents with ADHD who received either an organizational skills or a homework completion intervention. SCT intervention response was evaluated broadly in all participants, and specifically, for participants in the clinical range for SCT symptom severity at baseline. Change in ADHD symptoms of inattention, executive functioning, and motivation was examined as potential predictors of improvement in SCT. Multilevel modeling analyses indicated that SCT symptoms decreased at the same rate for adolescents in both the organizational skills and homework completion interventions when compared to the waitlist group (d = .410). For adolescents with parent-reported clinical levels of SCT, the decrease in symptoms was more pronounced (d = .517), with the interventions decreasing the total score of SCT by 2.91 (one symptom). Additionally, in the high SCT group, behavior regulation executive functioning, metacognitive executive functioning, and inattention predicted change. Clinical implications and future directions are discussed, including development of interventions for adolescents with high levels of SCT.
606

Experiences of Current or Former Homeschool Students Who Report ADHD Symptoms

Felkins, Melissa 01 January 2018 (has links)
Homeschooling is currently the fastest-growing educational population in the United States with an estimated 2 million students. Because 11% of school children have been diagnosed with attention deficit/hyperactivity disorder (ADHD), there are likely to be many children with ADHD symptoms in the homeschooling population. The purpose of this study was to extend knowledge of the experiences of homeschooling in this population to assist students with ADHD as well as their parents and educators to make informed educational decisions. The multiple intelligences theory provided the theoretical framework for this phenomenological study. The key research question was focused on how current or former homeschool students who report ADHD symptoms describe their experiences in a homeschool environment. Perceptions were collected from 12 participants ranging in age from 12 to 21 years of age who were recruited using criterion sampling. Semi-structured interviews were conducted by phone or face-to-face. Data were analyzed using Moustakas' modification of van Kaam's structure. Through this process, the themes of individualization, self-concept, and experience of symptoms were identified. Specifically, the findings indicated that homeschooling children with ADHD symptoms is an individualized phenomenon and most students thrive in a structured yet flexible environment where tools and methods can be personalized. Participants developed individualized learning practices that would not be acceptable in a more traditional learning environment. This study contributes to the empirical literature promoting social change by providing foundational knowledge that can be built upon in future research to offer evidence-based information to this rapidly-growing population.
607

Parent-Child Interaction Therapy as a Treatment for ADHD in Early Childhood: A Multiple Baseline Single-Case Design

Jeffries DeLoatche, Kendall 10 March 2015 (has links)
The purpose of this study was to examine the effectiveness of PCIT as an alternative to medication in managing symptoms and behavior problems of preschool-aged children with ADHD. Using a multiple baseline single-case design, the study measured the impact of PCIT on four preschool-aged children's problem behaviors and ADHD symptoms, parenting practices, and mothers' attitudes towards therapy. Outcome measures included the Child Behavior Checklist, Eyberg Child Behavior Inventory, Behavior Assessment System for Children, ADHD Symptom Observation form, Dyadic Parent-Child Interaction Coding System, Parenting Practices Interview, and Therapy Attitude Inventory. Results from visual analyses, a visual permutation test, and hierarchical linear modeling showed partial treatment effects for mothers' use of labeled praises (b = 10.67, p < 0.0001), commands (b = -26.84, p = 0.000), behavior management skills (b = 91.21, p < 0.0001), children's behavior problems (b = -20.29, p = 0.000), and parent-reported ADHD symptoms (b = -25.76, p = 0.000). Mothers expressed high satisfaction with PCIT and reported their relationships with their children and their children's compliance and behavior problems had improved post-intervention. The consistency with which other caretaking partners (e.g., fathers) practiced the same discipline procedures as the mothers in the study played a significant role in the changes observed in mothers' use of effective discipline practices and children's behavior problems. Findings of this study indicate PCIT may partially be an effective intervention in improving children's behavior problems and ADHD symptoms.
608

ADHD, a Social Construct? The Experience of families who have a child diagnosed with Attention Deficit Hyperactivity Disorder

Neophytou, Koula, res.cand@acu.edu.au January 2004 (has links)
The diagnosis of children with Attention Deficit Hyperactivity Disorder (ADHD) has increased over the last few years in Australia. ADHD is currently understood largely through a medical perspective, and in that context, the treatment recommended is stimulant medication. ADHD is a mental health label given to children who exhibit challenging behaviour. These children are diagnosed according to the categories stated in the Diagnostic Statistical Manual (DSM) – IV. To date, there is no medical test children can undertake to show that they ‘have’ ADHD. This research focuses on an alternative view of ADHD. Focussing upon families’ experience of ADHD, and the medicalisation of children’s behaviour, it argues that behaviour is socially influenced and constructed. It is because insufficient attention has been given to the family experience and the social implications of ADHD, that the child is often seen as ‘the problem’. The gap in our understanding of ADHD is situated in our understanding of the broader social context. To challenge this I will explore perceptions of the ‘good child’, ‘good mothers’ and the social consequences of inappropriate behaviour. Each family was interviewed five times every three months over a two-year period. Their stories and experiences are presented in this thesis.
609

Social functioning of children and adolescents with ADHD : communication functioning and social problem solving as possible underlying mechanisms

Taylor, Shelly Ann, n/a January 2009 (has links)
Children and young people with ADHD often experience social difficulties, which are associated with poor psychological, behavioural, and academic outcomes. As yet, underlying mechanisms of poor social functioning are unknown. The social functioning of fifty-two children (M = 14.13 years) who had been diagnosed with ADHD four years previously and their matched controls were assessed using several measures: the ratings of parents/guardians and teachers, and children's self-reports; a conversation task; the Otago Social Dilemma Test. Analyses were conducted for the whole sample plus a Socially-Impaired subgroup (clinically significant social problems), and a Persistent-ADHD subgroup (continued to meet DSM-IV ADHD criteria). First we compared the social functioning of children in the ADHD group with that of children in the control group by analysing the questionnaire responses of parents/guardians, teachers, and children's self-reports. Children in the ADHD group and Socially-Impaired sub-group were rated as experiencing more social problems and having fewer social skills than control children, across all informants. Children also estimated their own popularity, and despite experiencing social difficulties, no differences in children's popularity ratings were observed between children in the ADHD group and control group. Given that children in the ADHD group showed social difficulties, we investigated whether these deficits were driven by children's conversation skills. Children engaged in a 15-minute conversation with an adult confederate. The frequency of conversation skills were coded and analysed. Across all groups, ADHD children asked more questions, were less likely to offer extended information in response to a question, and were more likely to make at least one unco-operative statement. The number of extended verbal responses accounted for a significant amount of the variance in participants' social skills. Overall, however, the conversations of children with and without ADHD were remarkably similar. It appears, therefore, that it may be language style that influences social difficulties. Next we investigated a second mechanism that might account for social difficulties observed in children with ADHD; social problem solving skills. Children completed the Otago Social Dilemma Test, which involved viewing vignettes of social dilemmas and generating possible solutions to these problems. Children in the ADHD group provided poorer descriptions and showed less understanding of the problems portrayed. Although the ADHD participants were able to generate a similar number of solutions to the social problems as the children in the Control group, they made poorer decisions about what was the 'best solution'. ADHD participants' choice for best solution significantly added to a model of their social problems, even after IQ and severity of inattentive symptoms had been added. Taken together, the present study supports research showing that children with ADHD experience social difficulties, but they may lack insight into the effect of their behaviour on their status among peers. Children's conversation and their problem solving abilities may be factors influencing poor social functioning. Interventions that focus on teaching children to recognise social cues and generate appropriate solutions to social dilemmas may be beneficial.
610

Severe Sleep Problems among Infants : A Five-Year Prospective Study

Thunström, Malena January 2002 (has links)
<p>The aim of this thesis was to explore the prevalence of parentally experienced infant sleep problems, with special interest in severe problems, in a total community sample of 2 518 infants aged between 6 and 18 months. Factors associated with severe sleep problems were sought. Parents reported 16 % of the infants to have difficulties in falling asleep at night, and 30 % to have frequent night waking. Severe sleep problems were associated with frequent night meals, psychosocial problems in the family, exhaustion and depression in the mother, and parental stress. An association with infant difficultness, high activity and problematic behaviour was also found. </p><p>In a five-year prospective study a group of children fulfilling specific criteria for severe sleep problems in infancy (N=27) was followed after an interventional sleep programme and compared with a control group regarding sleep characteristics, behaviour and development. One month after an interdisciplinary treatment programme, combining behavioural technique with family work, the average number of times the case babies woke up had diminished from 6.0 to 1.8 times per night. A 92 % rate of improvement was reported.</p><p>The changes were stable over time. Comparisons with the controls during five years revealed no significant group difference in sleep characteristics. Concerning behaviour and development, however, there were significant differences. At the age of 5.5 years, seven of the children in the former sleep problem group met the criteria for the diagnosis of attention-deficit/hyperactivity disorder. No control child qualified for the diagnosis.</p>

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