Made available in DSpace on 2017-06-01T18:24:21Z (GMT). No. of bitstreams: 1 Disser_Completa.pdf: 6689210 bytes, checksum: 0fbb44391cb5228c0a8898262802878a (MD5) Previous issue date: 2007-08-06 / The disruption of the lack of attention/hyperactivity (Deficit de Atenção/Hiperatividade - TDAH) is a disease which is related to neurobehaviour and occurs specially in children and teenagers. Their main characteristics are inattention, hyperactivity and acting impulsively. One of the morbidities of this disease are the difficulties in writing. These difficulties are related to the problems people have to deal with sequence of letters, words, sentences and paragraphs, including difficulties in writing more complete texts. The writing production is not so effective in this case. This research observed texts written by teenagers with TDAH. People who have this disease attended a writing period of work trying to see their lexical cohesion. The research took place last year in Recife-PE between March and June and three 11-16 years-old teenagers, boys and girls, attended it. It was possible to see that those teenagers got to write cohesive texts. On the other hand, free subjects and some themes like texts for theater, texts built in group and short stories looked like to give them much more stimulation to write than subjects like music and movies. / O transtorno do Déficit de Atenção/Hipertividade (TDAH) é uma doença neurocomportamental com grande incidência em crianças e adolescentes. Suas principais características são as desatenções, a hiperatividade e a impulsividade. Uma das co-morbidades trantornos secundários a patologia - freqüentes no TDAH são as dificuldades na linguagem escrita. Tais dificuldades são caracterizadas por dificuldades em lidar com seqüências de: fonemas, palavras, frases e parágrafos, inclusive com dificuldades em elaborar seqüências narrativas o que vai repercutir de forma considerável na produção escrita de seus portadores. Neste sentido, esta pesquisa analisou narrativas escritas por adolescentes com o TDAH participantes de oficinas de escrita, buscando verificar a coesão lexical e dentro desta as cadeias coesivas o encadeamento textual de nexos semanticamente semelhantes. A pesquisa foi realizada em Recife-PE no período de março a junho de 2006. Participaram da pesquisa três adolescentes de 11 a 16 anos, de ambos os sexos e diagnosticados como sendo portadores do TDAH. Como resultado observou-se que os adolescentes investigados produzem cadeias coesivas com sucesso. Entretanto, alguns disparadores temáticos (tema livre, texto teatral, texto em grupo, conto) pareceram mais efetivos como motivadores para narrativas escrita em detrimento de outros (música, filme).

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The purpose of this study was to identify the characteristics of special needs students in technical educational programs.

Attention deficit hyperactivity disorder (ADHD) is more recently being recognized as a lifetime disorder that continues to affect individuals into their adult lives. Recent research studies have found connections between ADHD and overweight/obesity. The current study was designed to further explore these relationships and better understand the connections between these two constructs among 340 college students. It was hypothesized that the ADHD symptoms (i.e., inattention and impulsivity) would positively predict depressive symptoms, which in turn would predict emotional/binge eating and lead to overweight/obesity. Additionally, it was hypothesized that impulsivity would predict substance use, which would predict emotional/binge eating and also predict overweight/obesity. The model was tested and exhibited excellent fit. ADHD positively predicted depressive symptoms, which in turn positively predicted emotional/binge eating and led to overweight/obesity. Further, ADHD symptoms also positively predicted substance use, which in turn predicted emotional/binge eating and led to overweight/obesity. All paths were statistically significant and findings suggest there are at least two paths that connect ADHD symptoms and overweight/obesity in adults. The current results are of importance to practicing clinicians because they provide increased clarity and depth regarding the connections and relationship between symptoms of ADHD and overweight/obesity.

This paper explores whether librarians have the tools to fulfil the requirements of the library law concerning patrons with ADHD and if there are any obstacles for librarians regarding this work; this is made possible by a survey sent to 38 libraries, resulting in 138 respondents. For data processing, evaluation and discussion, the study used a theoretical framework based on Säljö’s theory of the necessity of tools for human understanding and development, along with requirements listed by the Health and Human Services Department and IFLA for successfully working with people with ADHD. The results show that librarians do not have the required tools to work with patrons with ADHD and that the primary obstacles hindering them are a lack of knowledge, as well as the existence of misunderstandings regarding ADHD and the work with patrons with this diagnosis. The primary cause of these issues is an inadequate legal framework, which impacts all aspects connected to this work, from the education of librarians to their work with individual patrons within the daily operation of the libraries, adding to the stress that librarians are already experiencing in relation to their occupation.

Thirty one students with learning disabilities (LD) and/or with Attention Deficit Hyperactivity Disorder (ADHD) completed a combined Academic Attributional Style and Coping with Academic Failures Questionnaire. The reformulated learned helplessness model (Abramson, Seligman, & Teasdale, 1978) predicted that students with negative attributional styles (i.e., internal-stable-global attributions) experienced motivational, cognitive, and emotional deficits. The present study examined college achievement (grade point average) of students with LD and/or ADHD. The Prediction that students with LD and/or ADHD with negative attributional styles would achieve less academic success than comparable students with positive attributional styles (i.e., extenal-unstable-specific attributions) was supported by the research results.

Attention Deficit/Hyperactivity Disorder (ADHD) is a common psychiatric disorder of childhood that is characterized by symptoms of inattention, impulsivity/hyperactivity, or a combination of both. Intrinsic brain dysfunction in ADHD can be examined through various methods including resting state functional Magnetic Resonance Imaging (rs-fMRI), which investigates patients’ functional brain connections in the absence of an explicit task. To date, studies of group differences in resting brain connectivity between patients with ADHD and typically developing controls (TDCs) have revealed reduced connectivity within the Default Mode Network (DMN), a resting state network implicated in introspection, mind-wandering, and day-dreaming. However, few studies have addressed the use of resting state connectivity measures as a diagnostic aide for ADHD on the individual patient level. In the current work, we attempted first to characterize the differences in resting state networks, including the DMN and three attention networks (the salience network, the left executive network, and the right executive network), between a group of youth with ADHD and a group of TDCs matched for age, IQ, gender, and handedness. Significant over- and under-connections were found in the ADHD group in all of these networks compared with TDCs. We then attempted to use a support vector machine (SVM) based on the information extracted from resting state network connectivity to classify participants as “ADHD” or “TDC.” The IFGmiddle temporal network (66.8% accuracy), the parietal association network (86.6% specificity and 48.5% PPV), and a physiological noise component (sensitivity 39.7% and NPV 69.6%) performed the best classifications. Finally, we attempted to combine and utilize information from all the resting state networks that we identified to improve classification accuracy. Contrary to our hypothesis, classification accuracy decreased to 54-55% when this information was combined. Overall, the work presented here supports the theory that the ADHD brain is differently connected at rest than that of TDCs, and that this information may be useful for developing a diagnostic aid. However, because ADHD is such a heterogeneous disorder, each ADHD patient’s underlying brain deficits may be unique making it difficult to determine what connectivity information is diagnostically useful.

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