Although Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most prevalent childhood disorders, occurring in about three to five percent of the school-going population, there is a dearth of information in literature concerning ADHD learners' intellectual strengths and weaknesses and concomitant learning preferences. An abundance of literature sources can, however, be traced dealing with ADHD learners' behavioural and scholastic problems. Because of this predominantly negative focus on ADHD, these learners are often misunderstood and didactically neglected by teachers in regular classrooms. In 1983, Howard Gardner proposed a new model for understanding intelligence, namely the Theory of Multiple Intelligences (Ml). He stated that a person can be intelligent in more than one way and identified eight intelligences, namely linguistic-verbal, logical-mathematical, visual-spatial, musical, bodily-kinaesthetic, interpersonal, intrapersonal and naturalist. Ml theory provides teachers with a positive model for understanding, supporting and accommodating ADHD learners better in classrooms. The aims of the research were to determine: - what the Ml profiles of ADHD learners reveal in terms of their intellectual strengths and weaknesses; - whether the Ml profiles of ADHD and non-ADHD learners differ significantly; and - what the implications of ADHD learners' Ml profiles are for their teaching and learning. With a view to achieve these aims, a literature study and an empirical investigation were undertaken. The literature study focussed on ADHD, Ml theory and its implications for the teaching and learning of ADHD learners. \n the empirical section of the research, a self-report questionnaire (MIDAS-KIDS) was administered to a group of ADHD and non-ADHD learners who attend five Section 21 primary schools (ex-model C schools) in the D12 school district (Roodepoort) of the Gauteng Province. The data was statistically analysed and the following findings were made: - The Ml profile of the ADHD learners revealed no visible intellectual strengths and weaknesses. - With the exception of Writing and Reading, no differences of real practical significance were observed in the Ml profiles of the ADHD and non-ADHD participants. The following conclusions were drawn, based on these findings: - The MIDAS-KIDS is a measure of perceived intellectual disposition and because factors such as positive illusory bias (PIB) may cause disparities between ADHD learners' perceived and demonstrated intellectual competence, Ml profiles need to be reviewed and interpreted carefully against the backdrop of other diagnostic information when decisions are made with regard to ADHD learners' intellectual strengths and weaknesses. - Although with the exception of Writing and Reading, no differences of real practical significance were observed in the Ml profiles of the ADHD and non-ADHD learners, it is still important that teachers and other professionals take cognisance of Ml theory and its application potential for the optimal intellectual development of ADHD and other learners in classrooms. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

Moment-to-moment fluctuation in performance (i.e. across-trial inconsistency) was examined in 2-choice reaction time data in three separate samples of participants: healthy controls ranging in age from 6 to 81 years, and both children and adolescents with Attention Deficit /Hyperactivity Disorder (ADHD). A methodological approach was employed that allowed for the examination of inconsistency while controlling for the effects of practice, fatigue, and group differences in mean level of performance. Among healthy controls, a U-shaped curve defined the relationship between age and inconsistency with optimal performance found in those aged approximately 20 years old. In children (aged 6-12 years old) those with ADHD were significantly more inconsistent than controls, and inconsistency was related to ratings of symptoms of ADHD both at home and school. Group differences were also observed in adolescents (aged 12- 17 years old) with ADHD, however, in general, differences were observed only in those participants who also had reading difficulties (RD). Inconsistency was also examined separately in each end of the reaction time distribution. Evidence for a specific effect selectively affecting the slow portion of the distribution was found across all three samples. However, in addition, there was also evidence for effects that were general to both the fast and slow portions of the distribution (in the normal population in those age 6 to 20 years), as well as evidence for an effect selectively affecting the fast portion of the distribution (in adolescents with and without ADHD). The findings indicate that in addition to traditional outcomes of interest (e.g. mean level of performance), moment-to-moment fluctuation in cognitive performance is an important phenomenon which should be taken into account in future research in developmental psychology and psychopathology.

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common neuropsychiatric disorders in childhood among school-aged children. It is characterized by behavior disinhibition, overactivity and/or difficulty in sustaining attention. Psychotherapy and pharmacotherapy are reported ways of treating ADHD. Around 35% of individuals diagnosed with ADHD also met the criteria for anxiety disorders that commonly coexist with ADHD. If not treated up to 70% of children with ADHD continue to meet the diagnostic criteria into adolescence. Psychostimulants (Methylphenidate) are the first line of treatment in Turkey. The first aim of this present study was to introduce Spence Children&amp / #8217 / s Anxiety Scale Parent version (SCAS-P) by conducting Turkish translation, factor structure, and reliability-validity studies of the scale. Results of the principle component analysis extracted five factors for the Turkish version of SCAS-P. Inter-correlations among the factors (r=0.28 &amp / #8211 / 0.45) were found to be satisfactory indicating for convergent validity. Criterion validity of the scale was found to be significant as well. Analysis indicated that the top 27th percentile of the sample was significantly differenciated from the bottom 27th percentile of the sample (t(74)=9.63, p&lt / .05). Results revealed Cronbach alpha of .88, and the split half reliability of .79 for the total scale score. Internal consistency of the subscales of the SCAS-P ranged from 0.56 to 0.78. The second aim of this study was to examine the effects of Methylphenidate (MPH) on cognitive abilities, hyperactivity and anxiety level of children with ADHD since MPH is known to be a first line of treatment for Attention Deficit Hyperactivity Disorder (ADHD). Thirty-six elementary school children, from age seven to twelve were gathered from the local Hospital for the Social Security Office Child Psychiatry Clinic in Ankara via using purposive sampling. Seventeen children who met the DSM-IV diagnostic criteria for ADHD were assigned to the drug group, and nineteen children without ADHD were assigned to the comparison group. Bender Gestalt Visual Motor Perception Test, Wechsler Intelligence Scale for Children-Revised subscales, and Vigilance Task developed by the researcher were administered to participant children, for measuring cognitive abilities. Hacettepe ADHD Scale and SCAS-P were administered to parents of the participants for measuring hyperactivity level and child anxiety. Measurements were repeated after a 12-week follow up both for the drug group (N=17) and the comparison group (N=19). In the 12-week period, drug group received MPH treatment, and the comparison group received no interventions regarding ADHD. 2 (Drug group vs. Comparison group) x 2 (Pretest vs. Posttest) mixed ANOVA with repeated measures on the last factor was conducted for the results of each measurement scale separately. As expected, MPH treatment revealed improvement in cognitive abilities and hyperactivity level of children with ADHD. All participants were found to have high anxiety scores when first referred to the hospital, and were found to have lower scores of anxiety on posttest. The findings were discussed on the basis of literature and limitations of the present study.

Thesis (MPsychology(Clinical))--University of South Australia, 2001.

Research Doctorate - Doctor of Philosophy (PhD) / Questions continue to be raised about the language abilities of children who have a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD). Recent conceptualisations of ADHD and also of language difficulties have acknowledged that aspects of context may contribute to the manifestations of these complex conditions. In the past, investigations of the language of children who had a diagnosis of ADHD appear to have been hampered by reliance on models of language impairment that emphasised formally measured language abilities and largely disregarded the role of context. This thesis describes a study designed to test the hypothesis that important differences in language use exist between children who have a diagnosis of ADHD and their non-ADHD peers, when specific language impairment has been excluded. A second goal of the study was to investigate the impact of aspects of context, specifically text type and mode of expression, on the language use of these children. The study was community-based. Attempts were made to match the children for age (eight to twelve years), gender, level of education, and socio-economic status. Two standardised language tests were administered to each child, and only children who had achieved results within the normal range were accepted into the study. The sample group consisted of eleven children who had a previous diagnosis of ADHD, and eleven control children. Discourse analysis based on a Systemic Functional Linguistics approach was used to describe spoken and written samples from three different examples of text type that were created by each child. Comparisons were made for multiple variables, and any observed differences were examined using a combination of quantitative and descriptive techniques. The results showed differences between the groups for clause structure, thematic structure, macro textual organisation, lexico-grammar, behaviours surrounding spoken language, and conventions of written language. There were differences noted in the way the text type and the mode of expression appeared to affect the outcomes. The differences were discussed and interpreted as evidence of a greater degree of difficulty shown by the children with ADHD with regard to the organisation and complexity of their texts. Clinical implications suggest that careful linguistic analysis of spoken as well as written language of children with ADHD may be warranted even in the absence of the diagnosis of specific language impairment. Such analyses may not only identify potentially problematic areas with respect to language use within everyday contexts, but may also highlight areas where particular intervention may be beneficial.

The Personality Assessment Inventory (PAI) is a widely used and available self-report measure designed to assess clinical syndromes and has the potential to assist in the process of ADHD assessment. Since the PAI's inception, several researchers have attempted to create other supplemental indicators, some so effective and useful that they were added to the second edition of the Personality Assessment Inventory Professional Manual. Previous researchers have offered important insights into the possibility of the creation of an ADHD item-level index for the PAI that would effectively decrease false positive rates and increase accurate detection of ADHD in the adult population. Previous researchers were not successful in creating an item-level subscale that reliably detected adult ADHD. Four experts in ADHD assessment rated PAI items that they believed could discriminate adults with ADHD from adults without ADHD. After performing a PCA on the top 16 items chosen by the experts, 12 items sufficiently loaded onto one factor that has clear face validity by conceptually matching the DSM-5 description of inattention and impulsivity commonly seen in adults with ADHD as well as the "internalized restlessness" Hallowell and Ratey describe for adult ADHD. The PAI-ADHD was found to have good internal consistency, a = .84. The PAI-ADHD has good convergent validity with the Conners' Adult ADHD Rating Scale – Self-Report – Long Version (CAARS-Self) and Wender Utah Rating Scale (WURS). The PAI-ADHD also has good concurrent validity. Two cut scores are suggested, 13 and 22, to maximize sensitivity (.88) and specificity (.89), create three screening groups: ruled-out, at-risk, and probable ADHD, and increase utility for clinicians.

Thesis (Ph. D.)--Illinois State University, 2007. / Title from title page screen, viewed on March 11, 2008. Dissertation Committee: Steven E. Landau (chair), Alycia M. Hund, Dawn M. McBride, Glenn D. Reeder, Susan K, Sprecher. Includes bibliographical references (leaves 163-182) and abstract. Also available in print.

Thesis (M.S.)--State University of New York at Binghamton, Department of Psychology, 2007. / Includes bibliographical references.

Thesis (M.S.)--Rochester Institute of Technology, 2008. / Typescript. Includes bibliographical references (leaves 42-51).

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.