No description available.

No description available.

This study investigated whether a salicylate-restricted diet (eliminating foods containing artificial additives and natural salicylates) could effectively reduce hyperactivity in children more so than a diet not restricting salicylates (ostensibly restricting foods containing refined sugar). Ten hyperactive children, nine boys and one girl, were matched on their pre-treatment activity rates and assigned to either a salicylate-restricted diet (Group I) or a diet not restricting salicylates (Group II). After approximately nine weeks, post-treatment activity rates were obtained, and a significant difference in favor of the salicylate-restricted diet group was found with this diet group exhibiting a significantly lower mean post-treatment activity rate in comparison to the group placed on a diet not restricting salicylates (p<.05). Implications for diagnosis and treatment of hyperactivity in children were discussed.

In this dissertation, the relationship of the junior primary hyperactive pupil and his or her teachers was researched, to investigate which behavioural aspects of hyperactive behaviour are present in children who are labelled as hyperactive. In the literature study, the researcher gathered information on hyperactivity and focused on the symptoms of hyperactivity. The relationships investigated. The of the junior primary researcher focused on school child were the teacher-pupil relationships and indicated the importance of trust: authority, understanding, experience and involvement in relationships. In the empirical research, a qualitative empirical study was undertaken. Three teachers and six children from the junior primary.phase were chosen to participate in the research study. Three children were identified as hyperactive and three children did not exhibit, according to their teachers, any behavioural disorders. The researcher implemented the Marschak Interaction Method to evaluate interaction between the teachers and the children. By using both semi-structured and unstructured questions, the researcher was able to gather data on teacher's knowledge and attitude about hyperactivity. The value of the study lies in the aspects which were identified regarding the interaction between teachers and hyperactive children. It was found that teachers interact differently with children who are hyperactive and with children who do not exhibit behaviour problems. The value of the study lies in the aspects which were identified regarding the interaction between teachers and hyperactive children. It was found that teachers interact differently with children who are hyperactive and with children who do not exhibit behaviour problems. / Psychology of Education / M. Ed. (Psychology of Education)

The purpose of this study was to determine the usefulness of Koppitz's method of scoring the Bender Gestalt (BG) Test for the prediction of behavioral problems in retarded children. The problem behaviors with which this study was concerned were those most often associated with the hyperactive child.

No description available.

Thesis (Ph. D.)--University of Oklahoma, 1993. / Includes bibliographical references (leaves 176-181).

published_or_final_version / Medicine / Master / Doctor of Medicine

published_or_final_version / abstract / toc / Clinical Psychology / Master / Master of Social Sciences

Aim: To explore parents’ experiences when caring for a child with Attention Deficit/Hyperactivity Disorder (ADHD). The coping mechanisms employed by the parents in such a situation were also investigated. Objectives: To gain an understanding of the parents’ experiences when their child has ADHD. The factors affecting these experiences include dealing with their child’s behaviours, receiving an ADHD diagnosis, deciding on treatment and coping resources. Research Design: Through a qualitative, phenomenological approach, this study is characterized by an interpretative style with the aim of facilitating an in-depth exploration of the participants’ experiences. Subjects: A non-probability, purposive sample was used. The sample consisted of 12 parents. The only requirements for the sample were: 1. The participant must be the primary caretaker of a child who has been diagnosed with ADHD and is being treated for ADHD. 2. The participant’s child must be 18 years old or younger. Data Collection: Semi-structured, in-depth interviews were used as an instrument for collecting the required data and were devised in order to appropriately address the objectives of this study. Data Analysis: The transcripts were analyzed thematically using Interpretative Phenomenological Analysis (IPA) in order to identify relevant and common parental experiences. Lazarus and Folkman’s Transactional Theory of Stress (TTS) and Coping was utilized as a conceptual framework to help make sense of the emergent themes. Results: Participants in the present study displayed increased levels of stress and frustration when caring for a child with ADHD. The child’s difficult behaviours frequently induced a sense of incompetence in the parents and a desire to use physical punishment on the child. The participants employed various methods of coping in order to adapt to their child’s disorder. Such efforts included modifying daily routines and utilizing social support. Most of these coping efforts helped to diminish stress and anxiety and improved parent-child relationships. / Thesis (M.A.)-University of KwaZulu-Natal, Durban,2009.