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The purpose of this investigation was two-fold. First, to examine the level of diagnostic accuracy of psychologists when their decisions were subjected to statistical procedures that analyzed group differences and group membership predictions. Second, to examine the sensitivity of the Wisconsin Card Sorting Test (WCST; Heaton, Chelune, Talley, Kay, & Curtiss, 1993) in differentially identifying children who experience ADHD and RD-LD symptoms. The diagnostic battery used to identify ADHD, RD-LD, and Normal subjects included intellectual, academic achievement, attention, and hyperactivity measures recognized as sensitive to these disorders. Performance on the WCST was then examined to determine its usefulness in discriminating between the aforementioned groups.Scores for the diagnostic variables for 115 subjects (mean age = 9.8 years; males = 80; females = 35) were analyzed using oneway ANOVAs to determine differences between groups. A subsequent cluster analysis was conducted using Ward's method to determine group membership of the subjects and resulted in a sample of 87. This cluster analysis resulted in a four cluster solution with the groups being identified as ADHD, RD-LD, Normal, and "Close Calls."Two linear discriminant analyses were performed with the first using the diagnostic groups diagnosed by the previous psychologists as groups and diagnostic variables as predictors. The second used the diagnostic groups diagnosed by evaluating psychologists and the WCST variables used as predictors to examine their ability to discriminate between groups and predict membership.The first linear discriminant analysis yielded two significant functions of three indicating confidence in the diagnoses provided by the evaluating psychologists. The second linear discriminant analysis yielded no significant findings when using the WCST variables as predictors. As a result, it appears the WCST provides little useful information in the differentiation between ADHD, RD-LD, and normals. / Department of Educational Psychology

This study utilized the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) and the Personality Inventory for Children, Second Edition (PIC-2) as measures of cognitive and personality functioning for children with Fetal Alcohol Spectrum Disorder with comorbid Attention-Deficit/Hyperactivity Disorder (FASD/ADHD) and children with ADHD. This study revealed the WISC-IV and PIC-2 each provided unique information to the neuropsychological examination of children with FASD/ADHD and ADHD. Furthermore, the FASD/ADHD group and the ADHD group were found to have significant differences in terms of cognitive and personality functioning. The results also indicated the groups could be differentiated using the WISC-IV and the PIC-2 independently with a high degree of accuracy. The current study further elucidated the unique cognitive and personality profiles of children with FASD/ADHD and ADHD and identified key areas of difference between the two groups. Moreover, the current study documented the utility of the Classification and Regression Tree procedure as a useful diagnostic tool in the differential diagnosis of FASD versus ADHD using commonly used cognitive and personality measures. / Department of Educational Psychology

The purpose of this study was twofold: to determine the construct validities of comparable AD/HD instruments that were developed according to our current, DSM-IV classification system for AD/HD; and to identify potential +neurocognitive and socioemotional markers for AD/HD. The sample consisted of 145 children ages 8 to 11 years of age who were diagnosed with Attention Deficit Hyperactivity Disorder (AD/HD), or Central Auditory Processing Disorder (CAPD). Children were administered a battery of neurocognitive tests and completed a self-report measure of personality. Parents completed several, AD/HD instruments pertaining to their children. The AD/HD instruments used in this study were the Attention Deficit Disorder Evaluation Scale-Home Version (ADDES), Attention Deficit Hyperactivity Disorder Test (ADHDT), and the Attention Problems and Hyperactivity scales from the BASC-Monitor (BASC-M). Of interest was how each AD/HD instrument compared to the DSM-IV, particularly in terms of the cross-consistency of AD/HD subtype classifications. The findings showed that the AD/HD instruments classified participants differently from the initial, DSM-IV entry diagnosis. Rates of agreement were better for some of the AD/HD instruments than for others yet there was little overall consistency. The neurocognitive measures used in the study were the Cognitive Assessment System-Basic Battery scales. The socioemotional measures used in the study were two parent-report scales from the BASC-M (Internalizing Problems and Adaptive Skills), and the child report scales from the BASC-Self Report of Personality. Results showed that the neurocognitive measures were relatively insensitive to AD/HD symptomatology while a nearly opposite trend was observed on the socioemotional measures. For the most part, participants classified as the ADHD-Combined Type (ADHD-CT), (regardless of which AD/HD instrument was used) had the most significant impairment in areas of social functioning and emotional symptoms across parent and self-reports.

The purpose of this study was to investigate which factors contributed to stress in parents of children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). The influence of the parents' gender on these stress factors as well as the way in which parents conceptualised extreme stress/burnout were also explored. This study focused on parents whose children have been diagnosed with this disorder and attend the grade two classes at this special school. Thirty seven parents completed a survey questionnaire and semi-structured interviews were conducted with 10 of these parents. The researcher was able to determine which specific factors contributed to these parents' stress relating to parenting their ADHD child and also explored parents' conceptions of stress. The data was quantitatively and qualitatively analysed. The semistructured interviews explored the parents' subjective stress experiences with their ADHD children and encouraged possible solutions from parents. Gender differences were also explored. The responses to the interviews were qualitatively analysed. The results of this study have indicated that generally, parents perceive extreme stress/burnout in terms of physical and emotional symptoms. The factors contributing to extreme stress appeared to be associated with social problems of ADHD children, their inappropriate behaviours and school-related problems. Many possible solutions were offered by parents but they also indicated the need for support and understanding from significant others, such as spouses, teachers, family members, doctors and therapists. Parents of ADHD children in this study indicated that one's gender does play an important role regarding how a person copes with stress, with mothers generally experiencing far more stress than fathers. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2005.

Research has shown that Attention Deficit Hyperactivity Disorder (ADHD) is one of the commonest neurodevelopmental disorders which has a negative impact on a child. However, to date limited research has been conducted on learners, and specifically those learners with ADHD, within a National Education stream. Furthermore, running concurrently with this are new developments in education in South Africa. An inclusive educational policy favours the incorporation of all children into a mainstream scholastic setting, regardless of their diverse needs. In addition to educational changes for children with ADHD, many parents are presently unable to afford the medication commonly used to treat the disorder, resulting in both parents and teachers having to manage these children with limited professional support. It is widely accepted that early assessment and intervention are necessary in order to maximise a child’s potential. For this reason, the primary aim of this study was to explore and describe the developmental profile of children with ADHD on the Griffiths Mental Development Scales-Extended Revised (GMDS-ER). Further aims were to compare the performance of the clinical sample to a normal South African sample. In order to achieve these aims, a quantitative, exploratory-descriptive research design was employed. The sample (N = 38) of ADHD were selected by means of a non-probability, purposive sampling procedure, from various pre-school and primary schools in the Nelson Mandela Metropole. The normal sample (N = 38) was drawn from an existing database created during the revision of the Scales. Information was collated using the Conners 39 Item Teacher Rating Scale, biographical data, as well as the results of an assessment from the GMDS-ER. In this study the general performance of the ADHD sample on the GMDS-ER was found to be above average. Furthermore the performance of these children on the six Subscales of the GMDS-ER ranged from average to superior, with the poorest performance being on the Eye and Hand Co-ordination Subscale, and the best performance being on the Performance Subscale. Significant differences between the ADHD and normal sample were found on the General Quotient (GQ) as well as three of the six Subscales, namely, the Hearing and Speech, Eye and Hand Co-ordination and Performance Subscales. Generally, the results of the study suggest that a specific developmental profile for children with ADHD exists. Additionally, the study highlighted the success with which the GMDS-ER can be utilised on a specific clinical population.

Doctor of Philosophy / Aim. This study aims to investigate self-understanding in young males with high-functioning autism spectrum disorders (ASD) and to determine whether self-understanding is related to social functioning and theory of mind (ToM). In addition, this study aims to examine the characteristics and abilities of young males with high-functioning autism (HFA) and Asperger’s disorder (AD) to determine whether there are significant differences in selfunderstanding and whether self-understanding is related to social functioning and ToM between these two groups. The results have important implications for social skills interventions for young people with ASD. Method. Forty three young males diagnosed with one of the ASD (25 diagnosed with HFA and 18 diagnosed with AD) were compared with 38 TD males. Participants were assessed using the Autism Diagnostic Interview- Revised (ADI-R), the Kaufman Brief Intelligence Test (KBIT), the Vineland Adaptive Behavior Scales (VABS), the Peabody Picture Vocabulary Test- Third Edition (PPVT-III), Damon and Hart’s Self-understanding Interview, and two false-belief ToM tasks. Results. Children with ASD had difficulties recognising and attributing their own mental states and failed to integrate various aspects of the self. Specifically, the ASD group produced fewer self-statements that reflected agency (the awareness and understanding that one is in control of their actions), social aspects of self (such as personality characteristics and group membership) and psychological aspects of self (such as emotions, thoughts and cognitive processes). Instead, children with ASD produced more concrete physical self-statements (such as body characteristics and material possessions). A significant positive relationship was found between selfunderstanding and social functioning for the ASD group. Within the ASD group, the relationship held for the HFA group only. In terms of ToM, children with ASD were less able to correctly answer the second-order false-belief ToM question compared to the TD group. For the ASD group, there was a significant positive correlation between self-understanding and ToM. Within the ASD group, the relationship held for the HFA group only. Conclusions. The results show young males with high-functioning ASD are less aware of their own and others’ mental states perhaps reflecting a general delay in the development of self-understanding and ToM. Furthermore, a more developed self-understanding may translate to improved social functioning and ToM ability for young males with high-functioning ASD. For young males with HFA, self-understanding and ToM may stem from a common underlying cognitive framework. Consequently, treatments aimed at improving self-understanding may simultaneously improve ToM, or vice versa. For individuals with AD there may be a separate cognitive mechanism responsible for self-understanding and another for ToM. Therefore, different interventions may be required; one to improve self-understanding and another to improve the understanding of others’ minds. Overall, these results may assist in the development of practice parameters for social skills training for those with ASD.

Abstract not available

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

Doctor of Philosophy / Aim. This study aims to investigate self-understanding in young males with high-functioning autism spectrum disorders (ASD) and to determine whether self-understanding is related to social functioning and theory of mind (ToM). In addition, this study aims to examine the characteristics and abilities of young males with high-functioning autism (HFA) and Asperger’s disorder (AD) to determine whether there are significant differences in selfunderstanding and whether self-understanding is related to social functioning and ToM between these two groups. The results have important implications for social skills interventions for young people with ASD. Method. Forty three young males diagnosed with one of the ASD (25 diagnosed with HFA and 18 diagnosed with AD) were compared with 38 TD males. Participants were assessed using the Autism Diagnostic Interview- Revised (ADI-R), the Kaufman Brief Intelligence Test (KBIT), the Vineland Adaptive Behavior Scales (VABS), the Peabody Picture Vocabulary Test- Third Edition (PPVT-III), Damon and Hart’s Self-understanding Interview, and two false-belief ToM tasks. Results. Children with ASD had difficulties recognising and attributing their own mental states and failed to integrate various aspects of the self. Specifically, the ASD group produced fewer self-statements that reflected agency (the awareness and understanding that one is in control of their actions), social aspects of self (such as personality characteristics and group membership) and psychological aspects of self (such as emotions, thoughts and cognitive processes). Instead, children with ASD produced more concrete physical self-statements (such as body characteristics and material possessions). A significant positive relationship was found between selfunderstanding and social functioning for the ASD group. Within the ASD group, the relationship held for the HFA group only. In terms of ToM, children with ASD were less able to correctly answer the second-order false-belief ToM question compared to the TD group. For the ASD group, there was a significant positive correlation between self-understanding and ToM. Within the ASD group, the relationship held for the HFA group only. Conclusions. The results show young males with high-functioning ASD are less aware of their own and others’ mental states perhaps reflecting a general delay in the development of self-understanding and ToM. Furthermore, a more developed self-understanding may translate to improved social functioning and ToM ability for young males with high-functioning ASD. For young males with HFA, self-understanding and ToM may stem from a common underlying cognitive framework. Consequently, treatments aimed at improving self-understanding may simultaneously improve ToM, or vice versa. For individuals with AD there may be a separate cognitive mechanism responsible for self-understanding and another for ToM. Therefore, different interventions may be required; one to improve self-understanding and another to improve the understanding of others’ minds. Overall, these results may assist in the development of practice parameters for social skills training for those with ASD.