Attention deficit-/hyperactivity disorder (ADHD) is a psychiatric condition that can affect both children and adults. It is characterised by behavioural and attention difficulties. Sleep deficits are a prominent characteristic of the disorder and some of the core symptoms of ADHD are known characteristics of sleep deprivation. The circadian clock is integral to determining the rhythm of the sleep/wake cycle. Furthermore the two main forms of pharmacological treatment for ADHD, namely the psychostimulant methylphenidate, and the non-stimulant atomoxetine, along with the targets of these drugs noradrenaline and dopamine, appear to both interact and be under the regulation of the circadian clock. This thesis aimed firstly to develop a non-invasive technique for the real time RT- PCR quantification of circadian clock gene expression in the human oral mucosa. Secondly to address how circadian clock functioning may be disturbed in adult ADHD via measurement of a number of molecular, endocrine and behavioural markers, for which real-time RT-PCR, ELISA and actigraphy techniques were employed. Thirdly to examine the effects of ADHD medication upon circadian clock protein expression in the rodent brain using immunohistochemistry methods. Here it is demonstrated that disturbances in the rhythmic secretion of endocrine factors that are key outputs and regulators of the master circadian pacemaker, the circadian clock gene expression of a peripheral oscillator and the actigraphic measures of circadian organization of gross behaviour are associated with adult ADHD. Furthermore, both atomoxetine and methylphenidate are shown to effect circadian clock protein expression. Collectively this data suggests a key role for the circadian clock not only in the pathophysiology of adult ADHD but also indicates a role for pharmacological treatments in the modulation of the circadian clock.

Doctor of Education / Department of Special Education, Counseling and Student Affairs / James M. Teagarden / Students with emotional and behavioral disorders (EBD) have academic and behavioral deficits that impact their school success. For example, reading achievement of students with EBD is lower than typically developing peers and fails to improve over time without intervention. Despite this, the academic deficits of students with EBD often get overlooked and there are limited evidence-based practices for reading instruction to support them. This study sought to address this limitation by applying the Peer Assisted Learning Strategies (PALS), which has supportive evidence when applied to students with learning disabilities. The study involved eight 5th grade students, three were identified with EBD. The intervention, implemented by the classroom teacher, failed to result in gains in oral reading fluency, comprehension, and targeted social skills due to a variety of factors to be discussed. Limitations and future research are discussed, including considerations for future research.

The modern school is deeply interested in producing integrated individuals. This study was undertaken to determine the difficulties arising in the behavior of the children, to determine possible conditions, relationships, and experiences which influence unwholesome behavior, to seek proposals by which the school could provide opportunities for intelligent cooperation, participation and thinking which allows for individual needs and freedom, and to help each child to live a richer, more wholesome life in this dynamic society.

Presently, extensive research supporting the overcrowding of emergency departments (EDs) and behavior disorder patients presenting to EDs are prevalent. There exists a knowledge gap between specific behavior disorders diagnoses associated to repeated visits to the ED. The purpose of this quantitative study was to address whether a relationship exists between patients with psychotic and/or substance abuse disorders and the repeated ED visits within 72 hours. The Andersen Behavioral framework model and the secondary data were used in the study. The cross-sectional archival data from the 2016 National Ambulatory Medical Care Survey was analyzed by using cross-tabulation with the 2 test followed by multiple logistic regression analysis. The author found that the primary independent variables were not significant in (un)weighted multivariate results. However, the primary independent variables were statistically significant in the unweighted cross tabulation analyses, along with the covariates of homelessness, geographical region, and gender. The findings also showed a strong likelihood of return to the ED for the primary independent variables and covariates. The implications of this study with regard to social change and health care practices are providing proper outpatient resources through behavior disorder urgent care facilities, behavior disorder travel clinics, follow-up communications directly to the patients’ care managers, and creating a treatment team, which will decrease future financial effects on the healthcare system.

The current study examined the relationships between Major Depressive Disorder, negative life events, perceived parenting style, perceived family environment and Disruptive Behavior Disorders, specifically Conduct Disorder, Oppositional Defiant Disorder, and Attention-Deficit/Hyperactivity Disorder, in adolescent participants, (N = 381). Results indicated that those factors, with the exception of authoritarian parenting, correlated positively with symptoms consistent with Disruptive Behavior Disorders. In addition, the overall effect of those factors predicted symptoms consistent with Disruptive Behavior Disorders more strongly than each risk factor in isolation. In conclusion, results indicated that negative life events and symptoms consistent with Major Depressive Disorder mediated the effects of perceived parenting and perceived family environment on symptoms consistent with Disruptive Behavior Disorders.

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Diss. (sammanfattning) Umeå : Univ., 2004. / Härtill 4 uppsatser.