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Cognitive and memory performance patterns associated with ADHD subtypesO'Donnell, Louise, Semrud-Clikeman, Margaret, January 2004 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Margaret Semrud-Clikeman. Vita. Includes bibliographical references.
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Factors associated with the development of anxiety among children with attention-deficit/hyperactivity disorderMcGee, Elizabeth Holt. January 1900 (has links) (PDF)
Thesis (Ph. D.)--University of North Carolina at Greensboro, 2007. / Title from PDF title page screen. Advisor: Arthur D. Anastopoulos; submitted to the Dept. of Psychology. Includes bibliographical references (p. 65-83).
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Underutilization of medication to treat ADHD in African American children : reasoned action and planned behavior /Embry, Elizabeth L. Rodabough, Tillman B., January 2006 (has links)
Thesis (M.A.)--Baylor University, 2006. / Includes bibliographical references (p. 39-41).
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Exploration of neurotransmitter levels and attention-deficit/hyperactive disorderAilts, Ilisa A. January 2006 (has links) (PDF)
Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.
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Executive functioning a way to differentiate ADHD/C from ADHD/PI /Walkowiak, Jenifer Lin, January 1900 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.
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En skola som får plats med alla : En studie om pedagogers arbetssätt gentemot elever med ADHDIfver, Jennifer, Härkäniemi, Jessica January 2015 (has links)
No description available.
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A clinical audit of the management of ADHD in children and adolescents and comparison between two treatment sites in Cape TownVrba, Kim 13 March 2020 (has links)
Background: The diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) at a prevalence rate of 5-8% has clear public health and service implications. Studies suggest that certain populations, especially those with lower socio-economic status, are not adequately identified and treated. Evidence-based guidelines aim to standardize practice, but implementing them in low-resource environments can be challenging. To assess compliance, clinical audits for ADHD management have been conducted in higher income countries, but, to our knowledge, there have been no such audits in sub-Saharan Africa. Here we performed a clinical audit of ADHD assessment and treatment and compared compliance between two clinic groups in Cape Town, South Africa. Objectives: The primary aim was to measure compliance in a South African context using the National Institute for Clinical Excellence (NICE) guidelines for ADHD as the gold standard. The secondary aim was to compare compliance and socio-demographics between a 'central’ group (attending a treatment site in an area associated with high socio-economic status) and a 'peripheral’ group (attending in areas associated with low socio-economic status) in Cape Town. Methods: A clinical audit was conducted (March-June 2013) on the case notes for 100 'active’ cases of children or adolescents diagnosed with ADHD. The 'central’ group consisted of patients attending the Red Cross War Memorial Children’s Hospital Neuropsychiatry Clinic. The 'peripheral’ group included cases from community clinics in Retreat, Vanguard, Heideveld, and Kensington. Fifty cases were randomly selected from each group. Data were captured using an audit template derived from NICE guidelines, and a socio-demographic template. Results: Overall, of the 17 audit standards tested none showed 100% compliance. Compliance with four standards was rated 'good’ (>80%): qualified diagnostician (86%), clinician contact with teacher (96%), side effect monitoring (84%), and offering Methylphenidate as first line treatment (80%). Compliance with five standards was 'fair’ (50- 79%): DSM-IV criteria documentation (60%), treatment plan including behavioral or psychological interventions (71%), attempted communication in the patient’s primary language (69%), documentation of the child’s perspective (76%), and monitoring treatment response on standard scales (71%). Compliance with eight standards was 'poor’ (< 0.0001); and treatment response monitoring using standard scales (80% vs. 62%, p = 0.047). Conclusions: Overall, compliance with NICE guidelines for ADHD was low. The central group performed better than the peripheral group in key areas, offering a greater array of treatment options and safer monitoring. We recommend the introduction of structured protocols with re-audit as a tool to improve the quality of service delivery and present an audit checklist to be used in future audit cycles.
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Experiences of educators teaching learners with attention-deficit hyperactivity disorder in Umtunzini Circuit.Sikotane, Gratitude Maxabiso January 2017 (has links)
A mini-dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the Degree of Masters in Educational Psychology in the Department of Curriculum and Instructional Studies at the University of Zululand, 2017 / There was a limited amount of research that looked at the experiences of educators
teaching learners with Attention Deficit Hyperactivity Disorder (ADHD). Many
learners enter schools without a diagnosis of ADHD only to find that they present
with the symptoms of ADHD. So, it is important for educators to know these
symptoms and what to do with such learners in a classroom. The Department of
Basic Education can better understand how to assist educators in order for them to
teach ADHD learners effectively. The aim of the study was to explore the experiences of educators teaching learners with ADHD. This study had the following objectives: The first objective was to explore the experiences of educators who teach learners with ADHD. The second objective was to determine whether or not there is adequate training provided for educators to teach learners with ADHD. The third objective was to establish if there are intervention strategies teachers use to teach ADHD learners. The participants in this study were ten (10) educators from three (3) different schools in uMtunzini Circuit, KwaZulu Natal. Themes from the interview were analysed using Thematic Analysis method. The views expressed by educators in most instances were in line with those of the research authors identified in this study. The conclusions amongst others were that educators are experiencing difficulties teaching learners with ADHD. They are challenged in terms of managing ADHD learners in classrooms. It is clear that educators require training to equip themselves with knowledge and skills on ADHD.
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Executive functioning in children diagnosed with ADHD : examining DSM-IV subtypes and comorbid disordersTer-Stepanian, Mariam. January 2007 (has links)
No description available.
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Effects of methylphenidate on complex cognitive : processing in attention-deficit hyperactivity disorderBerman, Tamara. January 1998 (has links)
No description available.
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