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Relationship between a diagnostic category for children with ADHD and each of ethnicity and socioeconomic statusSanchez, Gilberto. Lian, Ming-Gon John. January 1996 (has links)
Thesis (Ed. D.)--Illinois State University, 1996. / Title from title page screen, viewed May 25, 2006. Dissertation Committee: Ming-Gon John Lian (chair), Jeff Bakken, Thomas E. Caldwell, Kenneth H. Strand, Mark E. Swerdlik. Includes bibliographical references (leaves 94-106) and abstract. Also available in print.
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Teacher reports of attention deficit in children aged 4-8 years in Hong KongCheung, Wai-on, Forest, 張偉安 January 2007 (has links)
published_or_final_version / Community Medicine / Master / Master of Public Health
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The impact of voice amplification on the speed of direction following behavior with students with attention deficit disorder (ADHD)Anderson, Jean Meister. January 1900 (has links)
Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Feb. 5, 2007). PDF text: 117 p. : ill. UMI publication number: AAT 3216343. Includes bibliographical references. Also available in microfilm and microfiche format.
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An assessment of the peer relationships of elementary school children diagnosed with Attention Deficit Hyperactivity Disorder /Kelly, Kevin M. January 2001 (has links)
Thesis (Ph. D.)--Lehigh University, 2001. / Includes vita. Includes bibliographical references (leaves 97-108).
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Is behavioral intervention an alternative medicine in childhood/adolescent ADHD?Young, Miu-ning., 楊妙寧. January 2012 (has links)
Objectives:
The objective of this project is to examine the effectiveness of non-pharmacological intervention - behavioral therapy for ADHD children so as to determine whether this is as an alternative medical therapy for ADHD children.
Background:
Attention Deficit and Hyperactivity Disorder (ADHD) is the most common neurobehavioral disease in child. Symptoms can continue through adolescence and adulthood. Children suffering from ADHD disorders have symptoms of hyperactivity, failure to concentrate on activities and poor behavioral control. There are three sub-types of ADHD disorder, namely; hyperactive dominant type, inattentive dominant type and combined type.
There are increasing numbers of children who are referred to child psychiatrists with an ADHD diagnosis internationally. In Hong Kong, ADHD contributes the majority of patients seen in child psychiatric clinics. The prevalence rate of ADHD in Hong Kong is 6.1% in primary school students and represents a similar rate to that reported worldwide.
Methods:
A literature search was conducted via Medline, PubMed and Google, to find relevant studies reviewing the effectiveness of non-pharmacological interventions for ADHD children.
Result:
Nine articles were identified that matched the inclusion criteria for this review. These studies concern behavioral interventions for ADHD children and include a range of behavioral and cognitive behavioral approaches.
Two of these nine articles provided evidence that for pre-school children aged up to six years old, parent-training programs were effective in improving ADHD symptoms.
Six of these nine articles provided evidence that for school aged children providing mixed Cognitive Behavioral Therapy (CBT) and Social Skills Training (SST) along with parallel group sessions for parents are beneficial to ADHD children.
One of these nine articles provided evidence that CBT is beneficial in adopting appropriate coping skills in ADHD children.
Conclusions:
In views of the concerns about use of drug therapy for ADHD, behavioral intervention appears to be feasible and potentially effective as an alternative medicine for children with ADHD. / published_or_final_version / Public Health / Master / Master of Public Health
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The role of divided attention and selective attention in time perception deficit of children with attention deficit hyperactivity disorder (ADHD)Choi, Poi-ki, 蔡博麒 January 2012 (has links)
Time deficit in people with ADHD has been consistently found, but the underlying mechanism remains unclear. The present study aimed to investigate whether divided attention and selective attention are the causes for the deficit; and whether duration judgment performance was related to everyday temporal behaviour. 20 children with ADHD and 23 control children (mean age = 9 years 5 months) matched on age and IQ with no significant difference in working memory were tested. Experiment 1 used retrospective and prospective paradigms with arithmetic tasks. We compared time reproduction and arithmetic performances of the two groups across paradigms and found the expected interaction on the arithmetic performance but not the main effects of group or paradigm, and the interaction on time reproduction. Experiment 2 consisted of different event structures with simple motor tasks. We compared time reproduction of the two groups across structures and found the expected main effect of group and interaction effect but not main effect of structures. Furthermore, our results only provided limited support for the relationship between duration judgment and everyday temporal behaviour. The present findings suggest that aspects of attention remains promising as potential causes for time deficit in ADHD. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences
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The structure and function of semantic memory in children with attention-deficit/hyperactivity disorderVaurio, Rebecca Gaye 28 August 2008 (has links)
Not available / text
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A case study exploring how grade three learners with attention deficit hyperactivity disorder experience the support provided by their educators in an inclusive education context.Alberda, Kate Jane. January 2008 (has links)
South Africa is a country with tremendous diversity. Previously, many learners who
experienced barriers to learning and development were excluded from the education
system, preventing them from meeting their educational needs. With the
implementation of inclusive education, barriers to learning and development are no
longer seen to reside primarily within the individual learner, but instead emphasis is
placed on transforming the education system to accommodate a variety of learning
needs. Many learners in South Africa display symptoms of Attention Deficit
Hyperactivity Disorder (ADHD) which frequently affects their learning and
development. In some instances very little is being done to accommodate such
learners to ensure that they are given the opportunity to develop to their full potential,
as many educators continue to view these learners negatively, and fail to question
the effect that they themselves may have upon the learners’ development. The
implementation of inclusive education, however, ought to create a space in schools
where educators can support learners with ADHD in a unique manner and assist
them to develop to their full potential.
It is on the basis of this acknowledgement and commitment of support by Education
White Paper 6 that this research project was conceived, to explore how grade three
learners with Attention Deficit Hyperactivity Disorder experience the support provided
by their educators. A qualitative approach was employed in the study and
participants were selected through purposive sampling. As the primary participants
were young learners, the data was obtained through the use of arts-based (collage)
focus group interviews. Individual interviews were also used to gather additional data from the learners’ educators. The data from both the learners with ADHD and their
educators was then transcribed. After a thorough analysis, using an open-coding
technique, the findings clearly indicated that attempts are being made to implement
the policy of inclusive education within schools. Educators and staff are beginning to
value the diversity of learners, and evidently are attempting to make adjustments to
cater for the individual needs of learners and promote their successful learning and development. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.
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The structure and function of semantic memory in children with attention-deficit/hyperactivity disorderVaurio, Rebecca Gaye, Tucker, David M., Maddox, W. Todd, January 2004 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisors: David M. Tucker and W. Todd Maddox. Vita. Includes bibliographical references.
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A teachers's [sic] guide to understanding attention-deficit/hyperactivity disorder (ADHD)Hollis, Alaina L. January 2006 (has links) (PDF)
Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Aug. 29, 2006). Includes bibliographical references.
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