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)

Learners with Attention Deficit Hyperactivity Disorder (ADHD) traditionally display disruptive and other associated negative behaviour in the classroom setting. Behaviour management strategies utilised by the teacher in the school environment can assist in reducing this type of behaviour that impacts negatively upon their academic performance. This research study develops and investigates the effectiveness of a programme of practical behaviour management strategies designed to reduce disruptive behaviour of learners with ADHD in the classroom. / Educational Studies / M. Ed. (Educational Psychology)

Please read the abstract in the section 00front of this document / Dissertation (MEd (Orthodidactics))--University of Pretoria, 2007. / Orthopaedic Surgery / unrestricted

Background: The ideal treatment of Attention-Deficit/Hyperactivity Disorder is a highly debated issue. Opposition to pharmacological treatments has resulted in the popular use of non-pharmacological measures which are not necessarily efficacious for the management of ADHD. Objectives: The primary aim was to evaluate the treatment of children and adolescents diagnosed with ADHD in South Africa. Methods: The study consisted of two parts, a drug utilisation review (DUR) and questionnaire-based surveys. The DUR was conducted using a database containing central nervous system (CNS) drug prescriptions which were dispensed during 2008. A total of 21 650 prescriptions dispensed to 7 202 patients constituted the Primary study population which was analysed. The questionnaires were distributed to the parents/caregivers of children diagnosed with ADHD. A response rate of 20.81 percent was obtained. Results: The average age of patients in the DUR was 11.60 ±3.01 years. Male patients represented 74.09 percent (5 336: n = 7 202) of patients. Methylphenidate was the most commonly prescribed of the two drugs indicated for the treatment of ADHD (85.89 percent, 18 956: n = 21 650). A prescribing bias by practitioners in different parts of South Africa was identified. Drug holidays were identified during March and December of 2008. The average age of patients in the questionnaire was 10.67 ±2.83 years, with a male patient majority (86.11 percent, 31: n = 36). Methylphenidate was the most commonly used prescription treatment (93.75 percent, 30: n = 32). Drug holiday use was reported in 56.25 percent (18: n = 32) of patients. Most participants reported supplement use (83.33 percent, 30: n = 36), but 86.67 percent (26: n = 30) of these participants did not find them useful. Conclusion: ADHD is a poorly understood disorder which affects people in all spheres of life. Treatment of the disorder should be individualised and based on scientifically proven effectiveness. Further studies, both in South Africa and worldwide, need to be conducted on the treatment of ADHD

I examined the effectiveness of child-centered play therapy (CCPT) and person-centered teacher consultation (PCTC) for elementary school children identified with clinical or borderline levels of ADHD behaviors on the Teacher Report Form and the Conners' Teacher Rating Scale Revised - Short Form. Additionally, I examined the impact of CCPT and PCTC on the levels of parenting and teaching stress. Due to the current trend to determine interventions that are evidence-based through between-group or single case designs, for this study, I utilized a single case design experiment for which the behaviors of five children were examined. Trained observers utilized the Direct Observation Form in observations of all five students three times per week. Additionally, parents and teachers completed behavioral rating scales and stress inventories at pre-, mid-, and post-intervention. To prevent biased observational ratings, observers were blind to the assignment of the five children. Three students participated in 24 sessions of twice-weekly 30-minute sessions of CCPT, and these students' teachers participated in six sessions of once-weekly 10-minute PCTC. Two students participated in twice-weekly 30-minute sessions of reading mentoring, after which they participated in 14 sessions of CCPT. Visual analysis of the data indicated mixed results. Three students demonstrated substantial improvement in the observed ADHD behaviors within the classroom. Results of the parent and teacher assessment data were inconsistent, but did indicate behavior change for some children and a reduction in teaching stress for one teacher. Parenting stress appeared unaffected. Implications for future research regarding the use of single case design, the measurement of student behavior change, and issues of comorbidity are indicated.

Attention Deficit Hyperactivity Disorder (ADHD), an intellectual impairment, generally characterised by inattentiveness and impulsivity has become prevalent in South African schools. ADHD learners require support from within the classroom to accommodate their academic and behavioural needs. A quantitative research was undertaken to determine the impact of an educator's knowledge of ADHD on teaching support strategies. An educator's ADHD knowledge is based on their understanding of the diagnosis, causes, symptoms and management of ADHD as well as the effect that ADHD has on a learner's classroom skills. Data was obtained from responses to questionnaires from randomly selected respondents within randomly selected government secondary schools in the Umlazi District of Kwa-Zulu Natal. The data was descriptively analysed to conclude that the level of ADHD knowledge possessed by educators impact on the appropriateness of their teaching strategies. There is a need to impart knowledge regarding learning barriers to educators, to ensure the efficacy of teaching strategies. / Inclusive Education / M. Ed. (Inclusive Education)

MPM / Oliver Tambo Institute of Governance and Policy Studies

PhD (Psychology) / Department of Psychology. / Attention Deficit Hyperactivity Disorder (ADHD) is the most common diagnosed neurocognitive behavioural developmental disorder among school going–age children. ADHD in most instances is found to comorbid with internalising disorders such as anxiety and depression, therefore causing impairment on behaviour, emotions, academic, social and many areas of functioning. The existence of comorbid internalising disorders complicates the presentation of ADHD symptoms than if it was pure ADHD. The aim of the study was to explore the comorbidity of internalising disorders and ADHD symptoms. The study investigated whether children with ADHD have more symptoms of anxiety and depression than children without ADHD. The study went further to investigate whether children with ADHD have low self-esteem than children without ADHD. Also, that internalising comorbidities (anxiety and depression) are more prevalent in girls than in boys who have more externalising comorbidities which are Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD) and anger issues. The null hypotheses further showed that, children with ADHD do not have more symptoms of anxiety and depression than children without ADHD. Moreover, children with ADHD have no lower self-esteem than children without ADHD. Also, internalising disorders (anxiety and depression) are not prevalent in girls than in boys who do not exhibit more externalising disorders which are Oppositional Defiant Disorder (ODD), Conduct Disorder (CD) and anger issues. The study was conducted in Lepelle-Nkumpi Municipality in Lebowakgomo sub circuit. A total of 250 children (94 boys and 156 girls, aged 6 – 12) who were purposively selected participated in the study. A total of 125 clinically diagnosed ADHD were matched to 125 control group for age and gender. Participants were assessed on a battery consisting of Parent/Teacher Disruptive Behavioural Rating Scale (DBD), which was used to assess the presence and degree of ADHD- related symptoms (inattention and hyperactive/ impulsive); Oppositional Defiant Disorder and Conduct Disorder and Beck Youth Inventory Second Edition (BYI II), which was used to assess emotional and psychological issues that children experience. ADHD scores obtained on the DBD scale were correlated with scores obtained on BYI II scale. The study only focused on learners from primary schools in Lepelle-Nkumpi in Lebowakgomo sub circuit. In this research study, children who were reported to have a history of neurological problems such as head injurie, epilepsy, cerebral palsy or severe psychiatric disorders were excluded from the study. The results were analysed using the analysis of variance (ANOVA) and post hoc benferoni analysis to determine the significant difference within ADHD subtypes. Results of the study showed that children with ADHD had comorbid internalising disorders (anxiety and depression) when compared to their neurotypical group. Both boys and girls with a clinical diagnosis of ADHD showed symptoms of anxiety and depression. More symptoms of anxiety and depression were observed within the ADHD-HI, ADHD-PI and ADHD-C subtypes. Comorbid internalising disorders (anxiety and depression) were also associated with impairments with ADHD symptom, in particular inattention. Children with ADHD also showed more symptoms of low self-esteem when compared to their neurotypical group. Both boys and girls showed significant difference level of low self-esteem in all ADHD subtypes (ADHD-HI, ADHD-PI and ADHD-PI). The results further revealed that both boys and girls equally showed symptoms of comorbid internalising disorders (anxiety and depression), whereas girls showed significantly more symptoms of externalising comorbidities such as ODD, CD and anger issues. In conclusion, the findings suggest that the comorbidity of internalising disorders in a clinically diagnosed child with ADHD worsens or complicates the child’s expected normal functioning unlike when the child was presenting with only ADHD. The results further suggest that a child with clinical diagnosis has double impairment as a result of many impairments which are occurring at the same time. Moreover, the existence of externalising comorbidities which are salient in girls with ADHD may require proper screening and assessment. / NRF

Labels are still used by professionals to describe differences and abnormalities in behaviour and academic skills. The label `learning disability' has advantages and disadvantages in terms of the different ways it is interpreted and experienced by society, teachers, parents and the child himself. The mother, as an important person in the child's life, has perceptions and experiences of the concept that she communicates to others. The perception and meaning that the mother attaches to the label impacts on her thoughts, words and behaviour and on the child himself. The aim of the study was to investigate the mother's perception, experience and handling of her child's label of learning disability. The research took the form of a qualitative analysis where data was collected using interviews. From the empirical study it would seem that the mother's interpretation, experience and involvement in the labeling of learning disability has an influence on the learner's perception of his learning disability and whether he internalized the label and behaves accordingly. Mothers need to be given enough information so as to develop realistic perceptions about learning disability to equip their children with the necessary skills to overcome their learning problems and so fulfil their places in society. / Educational Studies / M.Ed.(Guidance & Counselling)