Thesis (MA) -- University of Stellenbosch, 2004. / ENGLISH ABSTRACT: This study was undertaken with a view to evaluate the effect of music education on the self-concept of the learner with attention deficit hyperactivity disorder. Four learners diagnosed with attention deficit hyperactivity disorder were asked to participate in a music program presented for two terms by the researcher. The selfconcept of the learners was recorded through interviews and questionnaires by the learners and their parents before the study commenced. Observations by the researcher and objective observer were used to monitor the learners' progress during the course of the lessons. After the completion of the music program the learners and their parents were again asked to participate in an interview and to complete a questionnaire. This study revealed that music education is a great enjoyment to these learners and the self-concept and self-confidence of some of the learners improved. A literature review was done in order to obtain a perspective on attention deficit hyperactivity disorder. A historical overview provided insight into the development of this disorder necessary to describe it properly. The study also focuses on various intervention techniques which can be used by parents and teachers. In addition, the study focuses on the role of music education and music practice on the various developmental levels of the learner and how music can indeed affect relaxation and be responsible for lifelong learning. It is recommended that the learners continue with mUSIC education, because it provides them with a sense of success and it plays a vital role in the cognitive development of the learner. This, in tum, leads to lifelong learning: an influence that will remain an irrevocable part of the child for the rest of his/her life. / AFRIKAANSE OPSOMMING: Hierdie studie is onderneem met die doelom die uitwerking van musiekonderrig op die selfbeeld van die leerder met aandagafleibaarheid-hiperaktiwiteit te evalueer. Vier leerders wat gediagnoseer is met aandagafleibaarheid-hiperaktiwiteit is genader om 'n musiekprogram, aangebied deur die navorser, vir twee kwartale by te woon. Die selfbeeld van die leerders, wat vooraf deur middel van onderhoude en vraelyste deur die leerders en hulouers voltooi is, is geëvalueer. Die leerders se vordering is tydens die lesse deur middel van observering en objektiewe waarneming bepaal. Na afloop van die musiekprogram is die leerders en hulouers weer gevra om 'n onderhoud en vraelys te voltooi. Uit die studie blyk dit dat musiekonderrig 'n groot mate van genot vir die leerders is en daar was 'n verbetering in selfbeeld en selfvertroue by sommige van die leerders. 'n Literatuuroorsig bied insig oor die omvang van aandagafleibaarheid-hiperaktiwiteit en 'n historiese oorsig oor die verloop van die proses wat tot 'n beskrywing van die versteuring lei, word bekyk. Die verskeie intervensie-tegnieke wat deur ouers en opvoeders toegepas kan word, word bespreek. Verder word die rol wat musiekonderrig en musiekbeoefening op die verskillende ontwikkelingsvlakke van die leerder speel aangespreek, asook hoe musiek 'n ontspannende effek kan hê en verantwoordelik kan wees vir lewenslange leer. Dit word aanbeveel dat leerders volhou met musiekonderrig, omdat dit 'n gevoel van sukses verskaf en 'n belangrike rol speel in die leerder se kognitiewe ontwikkeling. Laasgenoemde is gevolglik verantwoordelik vir lewenslange leer: 'n onherroeplike invloed op die leerder vir die res van sy/haar lewe.

Thesis (MScPhysio)--Stellenbosch University, 2004 / ENGLISH ABSTRACT: Background: Children with Attention Deficit Hyperactivity Disorder (ADHD) have been reported to have motor proficiency problems. Few studies have established the extent of these motor problems and few studies investigate both gross and fine motor proficiency. The studies which do investigate motor proficiency, often also include other aspects, for example physical fitness, grip strength or kinaesthesia. It is important to be able to identify motor proficiency deficit in this population group early for appropriate intervention to be as effective as possible. The first step in this process is to identify the areas of motor proficiency deficits experienced by these children. Study Design: A cross-sectional descriptive study was done. Objective: The main aim of this study was to establish if children with ADHD demonstrate motor proficiency problems. A second aim was to identify in which areas of motor proficiency they have the most problems. Method: A sample of 28 boys and 9 girls (n = 37) children with ADHD, between the ages of six and ten, were identified by the medical practitioners at four school clinics in the Cape Metropole. The Bruininks-Oseretsky Test of Motor Proficiency was used to test the children. The demographic and other factors that could have affected the motor proficiency in these children were recorded. Results: The range, mean and standard deviation were calculated for all the subtests and the three composite scores. Eighty-one percent of children scored below the expected norm on the Battery Composite Score (20th percentile) with the difference in age equivalent scores being significantly different (p < 0.01), the Gross Motor Composite Score (20th percentile and p < 0.01) and on the Running Speed and Agility Subtest (p < 0.01), the Balance Subtest (p < 0.01), Strength Subtest (p < 0.01) and the Upper Limb Coordination Subtest (p < 0.01). No significant motor proficiency problems were identified in the Fine Motor Composite Score (35th percentile), the Bilateral Coordination Subtest, the Response Speed Subtest, the Visual motor Subtest or the Visual Motor Control Subtest. Conclusions: These results support the literature in so far as motor proficiency deficits are present in children with ADHD, which in turn supports the need for early identification of these problems. / AFRIKAANSE OPSOMMING: Agergrond: Kinders met Aandag Afleibaarheid Hiperaktiwiteit Sindroom (ADHD) demonstreer probleme met motoriese vaardighede. 'n Paar studies is gedoen om dié bepaalde motoriese vaardighede te bepaal en sommige studies kombineer die ondersoek met ander aspekte van motoriese vaardigheid soos, fiksheid, greep sterkte of kinestesie. Dit is belangrik om die tekortkominge vroeg te identifiseer om effektiewe intervensie so vroeg moontlik te inisieer. Die eerste stap is om die spesifieke vaardighede waarmee hierdie groep kinders probleme ondervind, te identifiseer. Studie: 'n Dwarssnit beskrywende studie is uitgevoer. Doel: Die doel van die studie was om te bepaal of kinders met ADHD motoriese probleme het en of daar spesifieke aspekte van motoriese vaardigheid is waar hulle tekortkominge toon. Metodiek: 'n Steekproef van 28 seuns en 9 dogters (n = 37) tussen die ouderdomme van ses tot tien jaar, met ADHD is deur die mediese praktisyns geïdentifiseer, en getoets. Die Bruininks- Oseretsky Toets vir Motoriese Vaardigheid is gebruik. Enige faktore wat motoriese vaardigheid kon beïnvloed is gedokumenteer. Resultate: Die reikwydte, gemiddelde en standaard afwyking is bereken vir al die sub-toetse en die drie saamgestelde tellings. Een en tagtig persent van die kinders het tellings onder die verwagte norm behaal vir die Saamgestelde Telling van die Battery van toetse (20ste persentiel) met die verskil in ouderdomtelling beduidend verskillend (p<O.01).Die Growwe Motoriese Saamgesteldetelling was (20ste persentiel en p<O.01), die Hardloopspoed- en Ratsheidsubtoets (p<O.01), die Balanssubtoets (p<O.01), Kragsubtoets (p<O.01) en die Boonste Ledemaat Koordinasie-subtoets (p<O.01). Geen beduidende tekorte is deur middel van die Saamgestelde Fyn Motoriese Vaardigheidstoetse (3Sste persentiel), die Bilaterale Koordinasiesubtoets, die Reaksiespoed-subtoets, die Visuele Motoriese subtoets of die Visuele Motoriese Beheer-subtoets gevind nie. Gevolgtrekkings: Die resultate ondersteun die bevindinge uit die literatuur rakende die probleme wat kinders met ADHD met motoriese vaadigheid ervaar en ondersteun die behoefte vir vroeë identifisering om effektiewe intervensie so vroeg moontlik te begin.

Parent-child interactions tend to be problematic among families of children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). Although much attention has been paid in research and therapy to negative cycles of interaction between parent and child, it is equally important to consider how positive family interactions can be promoted, as these are likely to help prevent or reduce behavior problems and facilitate the best possible outcomes for children. Major contributors to the fields of psychology and child therapy have postulated that parental empathy is of primary importance in facilitating healthy child personality development. However, the effect of parental empathy has not been systematically studied with ADHD children. Thus, this study investigated the relationship between parental empathy and child adjustment factors in children with ADHD. It was hypothesized that among parent-child dyads with ADHD children, higher levels of parental empathy would predict higher levels of child self-esteem, social skills, and compliance, and lower levels of child aggression. Participants were 56 children who were previously diagnosed with ADHD and their parent/guardian. Thirty-seven parent-child dyads served as a control group. The study included parent-child participation in a videotaped analogue observation procedure and completion of parent-, child-, and teacher-report measures. Results indicated that higher levels of parental empathy predicted higher child self-esteem regarding their relationships with their parents. Before bonferroni adjustment, parental empathy also predicted lower levels of aggression among ADHD children. Parental empathy did not predict peer acceptance or compliance for these children. Children of high empathy parents scored higher on peer acceptance and lower on child aggression measures than children of low empathy parents. Scores on self-esteem and compliance, however, did not differ across groups. Although there were no differences between ADHD and non-ADHD children on self-esteem, peer acceptance, or compliance measures, children with ADHD were significantly more aggressive. These results suggest the importance of interventions for ADHD children that focus on increasing parental empathy in parent-child interactions.

The objective of the present study was to investigate Amen's formulations of subtypes of AD/HD initially identified by brain imaging techniques, through the use of behavioral checklist data. And in testing Amen's theory of six separate subtypes of AD/HD, to identify and differentiate the subtypes based on symptom presentation. Data was obtained through retrospective chart reviews (N=161) of children between the ages of 5 and 12 who met the criteria for the major symptoms observed in AD/HD and were referred for a previous comprehensive AD/HD evaluation. Data from behavioral checklist (CBCL and DBRS-IV) were matched to Amen's Subtype Symptom Checklist and each subject was given a percentage score for six subtype symptoms. Cluster analysis reliably found six clusters and each subject was labeled according to their symptom presentation. The clusters found were labeled as AD/HD - Combined Type, AD/HD - Predominately Inattentive Type, AD/HD - Predominately Hyperactive-Impulsive Type, Ad/HD - Combined Type with Obsessive-Compulsive features, AD/HD - Combined Type with Obsessive/Compulsive and Conduct Disorder features and Undifferentiated AD/HD. However, the present study did not find evidence of subtypes that corresponded to Amen's Temporal Lobe ADD or Limbic ADD. Discriminant function analysis of the six clusters found that the variables in the model (symptom percentage scores) significantly discriminated the subtype classification. Also, 76% of all cases were correctly classified according to their symptom presentation. Potential limitations of the sample and the data used for interpretation were discussed. Limitations of the study warrant further investigation making use of multi-modal assessment tools which relate well with brain imaging techniques, such as neuropsychological measures of attention and concentration, laboratory based measures of activity, continuous performance tests measuring inattention and impulsivity, and QEEG data measuring brain wave information. A multi-modal approach to investigating symptom subtypes of AD/HD would likely provide increased reliability and validity of differential diagnosis, and therefore, more effective treatment of children with the presenting symptomology of AD/HD. The diagnostic and clinical implications' of each cluster subtype symptomology found in the present study was discussed as well.

It has been theorized that parents indirectly influence children's peer functioning through aspects of the parent-child relationship. One specific group of children that exhibit significant problems with peers and in interactions with parents is children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). Given the limited research examining family-peer links in children with ADHD, the purpose of the current study was to examine the association between aspects of the parent-child relationship and peer functioning in boys and girls with and without ADHD. In the current study, participants included 91 boys and girls between the ages of 7 and 11 years old and their parents. Fifty-four of these children were previously diagnosed with ADHD, Combined or Hyperactive/Impulsive Type. Parents and children participated in a parent-child interaction and then completed several measures assessing the parent-child relationship and peer acceptance. Teacher reports of peer acceptance were also obtained. The results of a multiple regression indicate some support for a family-peer links in children with ADHD. Positive parental affect expressed during a parent-child interaction was the strongest predictor of child-reported peer acceptance in children diagnosed with ADHD. However, parents making positive comments about the child or giving physical affection to the child during parent-child interactions did not predict children's peer acceptance. Negative parenting behaviors showed trends toward significance in predicting lower level's of child-reported peer acceptance in both children with ADHD and undiagnosed children. Parents making negative comments about the child appeared to be the most important predictor of low peer acceptance. Parent and child reports of parental rejection failed to show a significant effect for peer acceptance in both children with ADHD and undiagnosed children. However, among children with ADHD, child-reported parental rejection approached significance as a predictor of peer acceptance. Overall, the results of the current study lend some support to the theory that parents of children with ADHD indirectly affect their children's peer acceptance through parent behaviors. Clinically, these results suggest that interventions with children with ADHD could also focus on parents expression of positive affect and decreasing negative comments. The limitations of the current study and directions for future research will be presented.

The proposed study examined differences in self-concept between ADHD (n = 61) and non-ADHD boys and girls. Participants included 108 children between 6 and 11 years old. Children completed the Self Description Questionnaire-I, and teacher reports of child competence were obtained. Girls reported lower physical ability and mathematics self-concept than boys. The results also indicated that ADHD girls may be more susceptible to low physical ability and mathematics self-concept than control children or ADHD boys. Teachers also rated ADHD girls as having lower scholastic competence than the other three groups. Teachers reported significant differences in level of competence based on ADHD status. The implications of the current study and directions for future research will be presented.

Social support needs have neither been formally addressed nor assessed in prior research with parents of children of special needs. Typically, behavioral management skills, specific knowledge about the disorder/illness/handicap, parents' self-perception, and participants' evaluation of program effectiveness have been measured. Research information collected to date supports the exploration of social support as a treatment intervention. Therefore, the purpose of the present study was to examine perceived social support for parents of children with ADHD who completed a parent training program. The program, entitled "ADHD Parent Training," included information about ADHD, behavior management strategies, child advocacy, and a social support component. Upon completing the ADHD Parent Training program, parents were expected to perceive a significantly greater amount of social support than they did prior to treatment. In addition, the relationship between change in perceived social support and the more traditionally assessed outcomes of parent training was examined (parent's satisfaction with treatment, parent's perception of child's progress, and teacher's perception of child's progress).

This study examined differences in social self-concept, as measured by the Self-Perception Profile for Children (SPPC), between boys and girls with and without attention-deficit/hyperactivity disorder (ADHD) while controlling for internalizing symptoms. Ninety-six children between the ages of 8 and 13 participated in the study as part of a larger project. Teacher reports of social competence were collected using the Teacher Rating Scale (TRS). The results indicated ADHD children experienced more peer rejection than control children. ADHD girls appeared to be more susceptible to low social self-concept and competence than control children or ADHD boys. Inattentive symptoms were most predictive of teacher reports of competence. Positive illusory bias was not found to serve a protective function in children regardless of ADHD status. The implications of the current study and directions for future research are presented.

Thesis (M.A. (Psychology)) --University of Limpopo, 2004. / The purpose of this study was to investigate whether poor motor skills are associated with ADHD. Afrikaans speaking primary school children were screened for ADHD with the Disruptive Behaviour Disorder scale (DBD). They were matched for gender and age with a normal group without ADHD symptoms. The children (31 ADHD and 31 Controls) were assessed for fine motor skills on three instruments: the Grooved pegboard, Maze co­ ordination and Finger tapping tests. To some degree all three tests of fine motor skills revealed poorer performances in the ADHD group than in the normal group. The finger­ tapping test showed the least discrimination between the groups. The girls performed significantly poorer on all tests. There were statistically significant effects of hand dominance. Results show that tests for fine motor skills discriminate between children with ADHD and normal comparisons. These results appear to support the hypothesis that poor motor skills are associated with ADHD.

Abstract not available