Dissertation submitted in partial compliance with the requirements for a Masters Degree in Technology: Homoeopathy, Durban University of Technology, 2009. / INTRODUCTION The aim of this study was to evaluate the efficacy of homoeopathic simillimum in the treatment of attention-deficit/hyperactivity disorder (AD/HD) in schoolgoing children aged 6-11 years. AD/HD affects approximately 3-5% of children worldwide. It is thus a highly prevalent childhood disorder characterised by hyperactivity, impulsivity and restlessness. There are 3 subtypes of the condition, namely combined type, predominantly inattentive type and predominantly hyperactive-impulsive type (DSM-IV-TR, 2000 pg 90). OBJECTIVE The objective of the study was to determine the efficacy of homoeopathic simillimum in the treatment of this disorder, and thus promote homoeopathy as a safe alternative to conventional AD/HD treatments. METHODOLOGY The study was conducted as a double-blind placebo-controlled study. The sample group consisted of 30 participants. There was an experimental group of 16, which was compared to a placebo control group of 14. Participants were recruited from the greater Durban area. They had to satisfy clear inclusion and exclusion criteria. Participants and parents/guardians were required to attend 3 consultations with the researcher at The Homoeopathic Day Clinic over a 2-month period. The ADHD Rating Scale-IV Home and School Versions (Appendices B and C) had to be completed by the participant’s parent/guardian and teacher respectively. One was filled in at the initial consultation to serve as a baseline reading, and thereafter, every month. Remedies were dispensed at the first 2 consultations and these remedies were decided upon after thorough case-taking, use of Radar 9.0 Homoeopathic Software and discussion with 1 of 2 selected clinicians. Those on placebo were given free treatment at the end of the study. RESULTS Statistical analysis was conducted on the ADHD Rating Scales-IV Home and School Versions (Appendices B and C), completed by the parent/guardian and teacher respectively. Improvement was based on a decrease in the rating scale score. On analysis, the results (Table 4.8, 4.9 and 4.10) showed no statistically significant effect of treatment (i.e. no difference between treatment and placebo group), but across the whole trial and within each group (particularly the treatment group) subjects had significant reductions in symptoms (i.e. the reductions in symptoms were large enough that there was less than 5% chance that they were random fluctuations/effects). This was seen in both the treatment and placebo groups, as indicated by Table 4.11, 4.12 and 4.13, but more significant reductions were seen in the treatment group, indicated by Table 4.14. As discussed in Chapter 5, this by no means rules out the efficacy of homoeopathic simillimum for the treatment of AD/HD. CONCLUSIONS A large number of parents, teachers and doctors are seeking a safe, effective way to treat this highly prevalent disorder (Soreff & Chang, 2008) and, although the study did not satisfy the hypothesis that homoeopathic simillimum is an effective treatment for AD/HD in schoolgoing children, it did aid in creating awareness of the use of homoeopathy as a treatment option for this condition and highlighted the need for more extensive research to be undertaken for this treatment option. It is the researcher’s opinion that larger, longer duration studies, employing quantitative analysis, as well as qualitative analysis would yield more significant results. / M

Mothers and siblings of children with autism incur stressors that impact their well-being more adversely than mothers of children with ADHD or normally developing children. In Study 1, twenty-six mothers of children with autism (Group 1) were compared to 24 mothers of children with ADHD (Group 2) and 24 mothers with normally developing children (Group 3). All families included a normally developing child (ages 4 to 12). Measures to delineate levels of maternal functioning were administered. Results for Study 1 indicated that mothers of children with autism had higher levels of psychological symptomatology, higher parenting stress, poorer perceptions of their family environment and their ability to parent the siblings, and higher perceptions of internalized problems of the siblings than mothers with normally developing children. These findings support the literature stating that mothers of children with autism may experience increased levels of maternal stress. The reciprocal nature of the parent-child relationship suggests that parents should be involved in meeting the needs of siblings in these families. A subgroup of Group 1 mothers participated in a parent group that occurred simultaneously with a sibling group. Mothers were randomly assigned to participate in a parent/sibling group, a sibling only group, or a wait-list group. Intervention efficacy was assessed using Study 1 measures plus measures designed specifically for the intervention. Overall results of study 2 indicated that mothers in the deluxe intervention perceived their parenting of the siblings to have improved after the intervention when compared to the standard and wait-list groups. This suggested that concurrent mother/sibling intervention provided the mothers with beneficial information and contributed to their enhanced sense of competence about parenting the siblings. In addition, mothers in the deluxe intervention perceived their family environment and the behaviors of the sibling to get worse at post-intervention, but return to baseline over time. This suggests that the intervention may have initially brought some difficulties to the surface that were resolved over time. Results will be discussed with their implications for further research and clinical intervention.

Title from PDF of title page. / Document formatted into pages; contains 142 pages. / Thesis (Ed.S.)--University of South Florida, 2003. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: Given that researchers estimate approximately one child in every classroom has Attention-Deficit/Hyperactivity Disorder (ADHD), and that most of these students are served in the general education classroom, it is imperative that general education teachers know how to effectively teach these students. Seventy-two general education elementary school teachers completed a survey containing demographic information, a knowledge of ADHD questionnaire, and a survey on interventions for students with ADHD. Results indicated that teachers scored an average of 57% correct on the Knowledge of Attention Deficit Disorders Scale (KADDS), scoring statistically significantly higher on the Symptoms/Diagnosis subscale compared to the General and Treatment subscales. / ABSTRACT: In terms of the interventions, teachers felt more knowledgeable, perceived their skill to be greater, rated as more acceptable, and rated lower barriers to the implementation of classroom management interventions such as the use of cues, prompts, and attention checks; physical arrangement; structure; and varied presentation and format of materials. Teachers felt they knew least about, had less skill, rated as less acceptable, and had more barriers to the implementation of behavior management interventions such as token economy, response cost, and time-out from positive reinforcement, as well as self-management techniques. Most demographic variables were unrelated to teachers' knowledge of ADHD, their perceived knowledge of interventions, and their ratings of acceptability of interventions. / ABSTRACT: Based on the information presented, teachers need more training and knowledge in the area of ADHD and interventions for students with ADHD in order to effectively help children with the disorder. Importantly, school psychologists and other service providers who suggest interventions for teachers to use for students with ADHD need to consider the factors that contribute to teachers' acceptability of interventions. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

Not available / text

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most prevalent conditions among school children. Executive function deficits representing difficulties in maintaining an appropriate problem set for the attainment of future goals are reported to be the major deficit in ADHD populations. There is a high rate of co-morbidity of learning disabilities and ADHD, with empirical evidence indicating an association with math and reading difficulties, but there is little research on the written expression of this population. There is a body of emergent research indicating that written expression is mediated by executive function. Written expression is a complex task that is affected by motivation, working memory, cognitive processes and long term memory, factors which are reported to be compromised in ADHD populations. This study evaluated the working memory and fluid reasoning in children with (combined and predominantly inattentive types) and without ADHD. Second, it explored the relationship between working memory and fluid reasoning on written expression in children with and without ADHD. Finally, the possible link between the executive functions of working memory and fluid reasoning, with written expression of children with and without ADHD was examined. The findings of this study indicate that children with the combined type of ADHD had lower written expression and working memory scores compared to children with the inattentive type of ADHD. The results of this study also indicated an association between disinhibition and working memory deficits on written expression performance. This research will serve to contribute to an understanding of the functional impact of ADHD on academic performance. Findings from this study could potentially help with interventions for deficits in written expression among school children.

published_or_final_version / abstract / toc / Psychology / Master / Master of Philosophy

This study was designed to assess teachers' and counsellors' knowledge and experiences related to ADHD and the use of stimulant medication. The sample population was comprised of elementary, middle school, and high school teachers and counsellors from two school districts in southwestern Canada. A descriptive, cross-sectional design using a self-administered questionnaire was used to obtain information. Results revealed that the teachers and counsellors responding to the questionnaire have limited knowledge about ADHD and the use of stimulant medication, although a large majority of them have experience with students with ADHD and are involved in the diagnosing and assessment process of ADHD. These results suggest that there is a need for in-service training regarding the diagnosis and characteristics of ADHD, different intervention strategies, and assessment of the effectiveness of these strategies. Teachers and counsellors need to become more familiar with empirical research and to base their practice on it, rather than on popular opinion. Finally, further collaboration is needed between teachers and counsellors and allied professionals, such as physicians and psychologists. / x, 77 leaves ; 29 cm.

The purpose of this study was to explore the nature of the relationship between a continuous performance test (CPT) and teachers' ratings of behavior. Assessment data were archival in nature. One hundred-one children from one rural, middle-class, predominately Caucasian school district in a Midwestern state were selected who had taken the Test of Variables of Attention (TOVA) and whose teachers had completed the Attention Deficit Disorders Evaluation ScaleSchool Version (ADDES) and the Child Behavior ChecklistTeacher Report Form (TRF). Of this group 46 had been referred for Attention-Deficit/Hyperactivity Disorder (ADHD) and/or learning difficulties and 55 had participated in a local norming project for the TOVA.Descriptive statistics were found for CPT variables and teachers' ratings of behavior for all participants, boys and girls separately, and referred and nonreferred separately. The research question was investigated using a matrix of partial correlations controlled for age. TOVA variables included Omissions, Commissions, Response Time, Response Time Variability, Anticipatory Responses, and Multiple Responses. Teacher's rating scale variables included the ADDES Total and subscales Inattention, Impulsive, and Hyperactive as well as the TRF Attention Problems, and Aggressive Behavior.Research provided support that TOVA Omissions and Commissions are valid indicators of ADHD as measured by teachers' ratings of behavior. Response Time Variability and Multiple Responses may be valid indicators of generalized behavior dysfunction as measured by teachers' ratings of behavior. Anticipatory Responses and Response Time may aid in distinguishing ADHD with and without hyperactivity but further research is recommended. / Department of Educational Psychology

The purpose of this study was to determine school psychologists' current level of knowledge about Attention-deficit/hyperactivity disorder (ADHD), their training and comfort level with that training, their roles and practices in assessing, diagnosing, and treating children and adolescents with ADHD, and their attitudes toward the disorder and those with it. An original survey (see Appendix B) developed for this purpose was distributed to 700 systematically selected members of the National Association of School Psychology (NASP) who were currently practicing in the public schools. A total of 406 usable surveys were returned for a final response rate of 58%.Overall school psychologists are confident in their abilities to deliver services (consultation, assessment, and intervention) to students with ADHD. Respondents underestimated the rate of comorbidity of ADHD with other psychiatric disorders but overestimated the percentage of students with ADHD who also have a learning disability. Respondents most often mentioned diagnosis or identification of the disorder as their goal for assessment of possible ADHD. However, in their rankings of specific goals, respondents ranked the development of appropriate interventions as more important than the diagnosis of the disorder. The most often used standardized tests for ADHD referrals are questionnaires (for parents, teachers, and students) and drawings. Most (57%) school psychologists agreed that they do not determine the diagnosis of ADHD, but rather refer to a medical doctor. A Specific Learning Disability is the most often used special education category for students with ADHD who qualify, followed somewhat closely by Other Health Impaired, then by Emotionally Handicapped. Only 14 percent of the school psychologists surveyed stated that every student with ADHD who did not qualify for special education was considered for accommodations under Section 504. More respondents (83%) agreed that teachers often press to have their problem students diagnosed with ADHD than agreed that parents often press (55%). The majority of respondents (74%) agreed that ADHD is overdiagnosed. However, there was disagreement as to whether stimulant medications were used more often than necessary to treat ADHD. Implications of these findings for school psychologists and for future research are discussed. / Department of Educational Psychology

A substantial amount of behavioural, genetic, and neurophysiological data suggest that Attention Deficit Hyperactivity Disorder (ADHD) is influenced by an underlying abnormality in the midbrain dopamine system. A previous study found that children with ADHD are unusually sensitive to the salience of rewards, mediated in part by the dopamine system (Holroyd, Baker, Kerns & Mueller, 2008). The current study aimed to replicate and expand upon the previous finding using event-related potentials (ERP) recorded from typically developing children and children with ADHD as they navigated a “virtual T-Maze” in two conditions differing on reward saliency. Children also completed a behavioural task designed to measure decision making and sensitivity to reward and punishment. Both groups of children responded to the behavioural task in a way that is indicative of increased sensitivity to reward. Unlike the previous study, the salience of reward as reflected in the ERP did not have an effect on either children with ADHD or typically developing children. However, both groups displayed a larger error-related negativity (ERN) in the condition presented second.