Thesis (Ph.D.)--University of Toronto, 2004. / Adviser: Joanne Rovet.

Thesis (Au.D.)--James Madison University, 2010. / Includes bibliographical references.

In this qualitative research study the focus is on the use of sensory integration strategies with children who have Attention Deficit/Hyperactivity Disorder. Three respondents specialising in sensory integration in the Durbanville area were involved. Individual semi-structured interviews were conducted with each of the respondents in order to gain knowledge on the use of sensory integration strategies with children who have Attention Deficit/Hyperactivity Disorder by a professional other than an occupational therapist. After permission had been obtained, the interviews were captured on video tape and transcribed for use in the empirical study. Seven themes were identified from the interviews and a literature control was done with each of the themes. The researcher did not attempt to generalise the results of the research, but tried to reflect on the information that the respondents provided. The researcher summarised the findings of the empirical study and made recommendations. / Social Work / M. Diac (Play Therapy)

Many learners find the study of introductory computer programming difficult. This is also true of children with attention deficit hyperactivity disorder (ADHD), and we need an improved understanding of how they learn programming. After reviewing the constructivist approach to teaching and learning and investigating ADHD, this study explored strategies for constructive learning of introductory programming. The aim was to evaluate the effectiveness of the Karplus learning cycle to teach introductory programming. This was done through qualitative research from an interpretive perspective. Action research techniques were employed and data analysed using grounded theory methods. Four major constructivist teaching categories emerged, all of which support the use of the Karplus cycle. It is concluded that the three-phase Karplus cycle can be used to assist these learners learn introductory programming. However, it needs to be understood more broadly and the middle phase broken into two subphases to ensure effective learning. / Mathematical Sciences / M. Sc. (Mathematical Sciences)

This study was undertaken to analyse and evaluate the nature and quality of emotional intelligence in learners with Attention Deficit Disorder, and to investigate whether their emotional intelligence was enhanced, and whether the symptoms and behaviour of these learners improved, after exposure to a program on emotional intelligence. At the beginning of the study, the learners displayed an inaccurate appraisal of their emotional intelligence as being at a higher level than that of their peer group. After exposure to a program on emotional intelligence, these learners were able to accurately appraise their emotional intelligence. The results of this study indicate that the symptoms and behaviour of learners with Attention Deficit Disorder appear to be improved after exposure to a program on emotional intelligence. The enhancement of emotional intelligence therefore appears to be related to the symptoms and behaviour of learners with Attention Deficit Disorder. The researcher recognized the limitations of the research and made recommendations for future research on emotional intelligence in learners with AD/HD. / Educational Studies / D. Ed. (Psychology of Education)

Text in Afrikaans / Hierdie studie ondersoek die moontlikheid dat aandagtekort versteuring met hiperaktiwiteit(ATHV/H) verband hou met probleme met voortgesette aandag, terwyl aandagtekort versteuring sander hiperaktiwiteit(ATHV/SO) verband hou met probleme met gefokusde aandag. Neurosielkundige toetse waarmee voortgesette- en gefokusde aandag gemeet word, word gebruik om drie groepe, naamlik ATHV/H(n=24), ATHV/SO(n=l5) en 'n kontrole groep(n=21), met mekaar te vergelyk. Resul tate dui daarop dat die groep ATHV/SO beduidend swakker presteer as die ander twee groepe op sommige van die toetse van gefokusde aandag, en ook neig om swakker te presteer op die toets van voortgesette aandag. Die groep ATHV/SO se probleme blyk gekoppel te wees aan 'n stadiger spoed van kognitiewe prosessering en 'n toestand van hipoopwekking. Die groep ATHV/H presteer nie beduidend swakker as die ander twee groepe op die toets van voortgesette aandag nie, maar presteer wel swakker as die kontrole groep op die Stroop Colour-Word Test waar inhibisie van ontoepaslike response vereis word. Die groep ATHV /H se probleme blyk verband te hou met frontale disfunksie wat manifesteer as 'n neighing tot impulsiwiteit en gebrekkige gedragsregulering. / This study examined the possibility that attention deficit disorder with hyperactivity(ADHD/H) is related to problems with sustained attention, while attention deficit disorder without hyperactivity (ADHD/WO) is related to problems with focussed attention. The performance of three groups: ADHD/H (n=24), ADHD/WO(n=15) and a control group(n=21) were compared. Results indicated that the ADHD/WO group performed significantly poorer than the other two groups on some of the tests of focussed attention and also tended to perform poorer on the test assessing sustained attention. This groups' symtoms appear to be related to a slowed speed of processing and a state of hypo-arousal. The ADHD/H group did not perform poorer than the other two groups on the test assessing sustained attention. The ADHD/H groups' symptoms appear to be related to frontal dysfunction resulting in impulsivity and poor behavioural control. / Psychology / M.A. (Sielkunde)

M.A. / ADD is a term used to describe a group of individuals who have certain common problems. Most have learning difficulties that may interfere with school and social activities. Many are hyperactive and/or easily distracted with short spans of attention. The exact causes of ADD are not known, but there is widespread acceptance that the disorder is often inherited. ADD is presently managed, but not cured. Effective management requires understanding. It is essential that all those involved develop a commonsense understanding of the associated problems. The aim of this study is to describe the behaviour of ADD children and their parents in order to establish whether similarities exist between the two. This will assist in understanding this complex disorder. The literature review served as a theoretical basis for the research. It also aided in the design of additional questionnaires which were used to gather demographic information on the children and parents involved. The objectives of the study were firstly to describe the behaviour of ADD children using the Behaviour Rating Scale for Hyper-children (BRASH). By analyzing data gathered from this instrument, high scores in the areas of intensity, persistence, sensitivity, perceptiveness, energy and extroversion, were identified. Secondly, the Assessment Scale for Hyperpersons (ASH) was administered in order to collect data concerning the behaviour of parents involved. Areas that received high scores included: intensity, perceptiveness, sensitivity, energy and extroversion. The next objective was to establish possible similarities in the behaviour of ADD children and their parents. The behaviour patterns were compared, and similarities identified. Both groups scored highest in the areas of intensity, perceptiveness, sensitivity, energy and extroversion. The results emphasize ADD as a family issue, rather than an individual one.

A limited amount of research exists that addresses low self-esteem, poor self-concept, and distorted self-image in children with Attention-deficit Hyperactivity Disorder (ADHD). The most urgent task is to test assumptions regarding self-perception and to assess the dimensions of self-concept influenced by this disorder. The Self-Perception Profile for Children (Harter, 1985) was used in the present study to assess those dimensions. Participants included 34 boys with ADHD, 27 boys with LD, and 33 boys without any diagnosed psychological or learning problems. Results were analyzed using Pearson's product-moment correlation, analyses of variance (ANOVA), and analyses of covariance (ANCOVA) and did not support the hypotheses.

The aim of this study was to investigate the experiences of mothers of primary school learners diagnosed with attention deficit hyperactivity disorder (ADHD). The main determinant of parenting stress was contained in the primary symptoms of ADHD, namely, attention deficit, hyperactivity and impulsive behaviour, as well as in the disruptive effects on others in the immediate environment. The three primary symptoms of ADHD as listed above, often result in such secondary problems as learning deficiencies, poor self-image and inadequate social relations. Seven mothers of learners with ADHD were selected to participate in the empirical investigation. A qualitative research model was employed with specific use of a list of questions, participatory perception and unstructured interviews. Results obtained from the empirical research indicated that the symptoms of ADHD as manifested by the learners, as well as the accompanying secondary problems, impacted negatively on the mothers of these learners. / Educational Studies / M. Ed. (Skoolvoorligting)

The aim of this study was to create awareness of the emotional needs of children diagnosed with ADHD. In order to reach the aim of this study, an initial literature study was executed to describe ADHD and the emotional needs of children. Semi-structured interviews and two projective techniques were used to conduct the empirical study. Valuable data was also collected from the biographical questionnaires completed by the parents. Based on the data collected and analysed, findings were made which were verified by means of a second literature study. This was followed by conclusions which served as the basis for recommendations that were made in the form of guidelines to the parents, with the aim to make the parents aware of the emotional needs of their children diagnosed with ADHD. These guidelines will be made available to the parents at a seminar that will be held on acceptance of this research. / Social Work / M.Diac. (Play Therapy)