The purpose of this study was to investigate the experiences of mainstream foundation phase educators who teach learners diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), as well as to understand the intervention strategies that these educators use when dealing with these learners. The study is qualitative and based on the interpretivist paradigm. It is a case study of seven mainstream educators who were all teaching learners that were diagnosed with ADHD. The study was guided by the following research questions: What are the experiences of mainstream educators who teach learners diagnosed with ADHD? What intervention strategies do educators employ to handle learners with ADHD? What support structures exist in schools to assist educators of learners with ADHD? The study reveals that the educators in these mainstream schools do not feel sufficiently skilled and effective in meeting the learning needs of their learners diagnosed with ADHD. Their large class groups, lack of available support structures, and lack of parental support and professional intervention, contribute largely to this situation. Drugs such as Ritalin may not be a cure, but are sometimes helpful in improving learner behaviour and productivity. This however is not always possible due to the varying array of symptoms that co-exist in ADHD and the effectiveness of medication and intervention is unique to each learner. Psychological assessment assists in highlighting the unique educational needs of these learners. Educators rely on the advice and support given by physicians and psychologists. Drug therapy must be used in conjunction with behaviour therapy as this is beneficial to the learner diagnosed with ADHD and to the class environment. The findings of the study indicate the absence of remedial education in these mainstream schools. There is a need for all mainstream educators to become trained and skilled in understanding and teaching learners with ADHD. Greater awareness, involvement, coaching and support needs to be available for all those involved with ADHD. This implies that the provision of effective intervention and support will empower educators, potentially minimize the early drop out of learners affected with ADHD and facilitate a productive outcome and future for them. A limitation of this study is that this small sample size does not reflect the education setting of all mainstream schools in South Africa. Mainstream schools vary extremely in degrees of resourcefulness and class size. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

The purpose of this research was to identify parental involvement variables which are effective in improving the Reading and Math achievement of children with Attention Deficit Hyperactivity Disorder (ADHD). A conceptual model examining achievement as influenced by background variables and parental involvement variables was hypothesized. Background variables of socio-economic status, ethnicity, gender, child age, and ability were proposed to affect parental involvement variables which were represented by expectations, communication, structure, participation, homework procedures and time, TV time, medication, special education, and the outcome variable, achievement. Parental involvement variables were proposed to have direct affects on achievement. Data from a sample of 208 families with a child diagnosed as having ADHD and attending elementary school (grades Kindergarten through sixth) were subjected to path analytic analyses using multiple regression procedures. Findings were generally inconsistent with much of the previous research on parental involvement within the nonADHD population. Results did suggest some parental involvement variables which had differential, important effects on achievement depending on which criterion was used (Reading or Math grades). It was suggested that these findings were indicative of the behavioral and management problems seen in children with Attention Deficit Disorders, but that there do appear to be certain strategies parents can use to help their ADHD children achieve at a higher level in school. / Ed. D.

Title from PDF of title page. / Document formatted into pages; contains 142 pages. / Thesis (Ed.S.)--University of South Florida, 2003. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: Given that researchers estimate approximately one child in every classroom has Attention-Deficit/Hyperactivity Disorder (ADHD), and that most of these students are served in the general education classroom, it is imperative that general education teachers know how to effectively teach these students. Seventy-two general education elementary school teachers completed a survey containing demographic information, a knowledge of ADHD questionnaire, and a survey on interventions for students with ADHD. Results indicated that teachers scored an average of 57% correct on the Knowledge of Attention Deficit Disorders Scale (KADDS), scoring statistically significantly higher on the Symptoms/Diagnosis subscale compared to the General and Treatment subscales. / ABSTRACT: In terms of the interventions, teachers felt more knowledgeable, perceived their skill to be greater, rated as more acceptable, and rated lower barriers to the implementation of classroom management interventions such as the use of cues, prompts, and attention checks; physical arrangement; structure; and varied presentation and format of materials. Teachers felt they knew least about, had less skill, rated as less acceptable, and had more barriers to the implementation of behavior management interventions such as token economy, response cost, and time-out from positive reinforcement, as well as self-management techniques. Most demographic variables were unrelated to teachers' knowledge of ADHD, their perceived knowledge of interventions, and their ratings of acceptability of interventions. / ABSTRACT: Based on the information presented, teachers need more training and knowledge in the area of ADHD and interventions for students with ADHD in order to effectively help children with the disorder. Importantly, school psychologists and other service providers who suggest interventions for teachers to use for students with ADHD need to consider the factors that contribute to teachers' acceptability of interventions. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

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

There is a tendency for children who display unacceptable behaviour to be described as having Attention Deficit-Hyperactivity Disorder when the actual reason for the child’s diagnosis may simply be affective factors, another disorder or simply misbehaviour. ADHD is the most commonly diagnosed child disorder affecting 3-5% of all school age children. The aim was to investigate the prevalence of Attention Deficit-Hyperactivity Disorder in a sample of Foundation Phase children at an Inclusive ex Model C Preparatory School in the South Metro, Western Cape, by uncovering the criteria that are used by their teachers to suggest a possible Attention Deficit-Hyperactivity Disorder in a child for a referral to a parent, therapist or professional. This study used a phenomenology design making use of interpretations, meanings and an individual’s opinions regarding the teacher’s criteria, which relate to the diagnosis of ADHD. It required a qualitative analysis with the emphasis on observation, interviews and document analysis. A verbal Interview consisting of questions which were taped and transcribed, as well as an observation, and completion of a Connors Form of the selected children was completed by the teachers. Ten class teachers were interviewed and seven children from Grades one, two and three were observed. A model from Creswell was used, in order to identify the units of meaning relating to the prevalence of ADHD amongst learners in the South Metro District. The findings include lack of understanding of ADHD amongst teachers, subjectivity in the diagnosis of learners with ADHD, factors influencing the diagnosis of ADHD, criteria necessary to identify ADHD and stereotyping differences. / Inclusive Education / M. Ed. (Inclusive Education)