Thesis (Ph.D.) -- University of Adelaide, Department of Psychology, 1980.

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 61-75).

Thesis--University of Wisconsin--Madison. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 126-132).

Thesis (Ph.D.)--Boston University / Purpose: It was the purpose of this study to test hypotheses concerning the effects of amphetamine sulfate on certain areas of behavior and school performance of hyperactive children. The literature inciicated that some children were observed to be less active and less impulsive and to have greater emotional control and a longer attention span when given amphetamine sulfate. No diagnostic criteria had been established to determine with which children this medication was effective, although many observers felt that the predicted effect occurred with children suffering from an organic cerebral dysfunction. A preliminary study by this writer to investigate the hypothesis that the administration of amphetamine sulfate to children suffering from organic cerebral dysfunction produced more efficient behavior, produced inconclusive results. It suggested that hyperactivity was the factor which differentiated between those children who would show the predicted behavioral changes with amphetamine sulfate and those who would not. [TRUNCATED]

No description available.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1976. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Bibliography: leaves 122-132.

The purpose of the present study was to investigate hyperactive and control childrens' awareness of their behaviors within the school system. In addition, hyperactive children described how medication affects their behavior and whether they feel it is necessary to control their characteristic behaviors. The rationale for the present, study was based on the fact that few studies have asked the hyperactive child about his awareness of his behaviors. Current research indicates the importance of self-perception studies. Researchers have intuitively assumed hyperactive children are not able to understand the affect of others so these children act and react inappropriately in social situations. However, this had not been empirically investigated. This research has implications for how significant others may be expected to interact with hyperactive children. Q-analysis procedures and techniques were used to gather and analyze the data. Three hyperactive children and two control children were requested to describe their classroom behaviors by rank-ordering a comprehensive list of items, each describing one classroom behavior. The items, which were gathered from theory, readings, subjects, and personal observations, were arranged by each subject into a predetermined (pseudo-normal) distribution pattern. The item scores for each subject were correlated and the correlation matrix factor analyzed. Each factor represented a single person. In addition, the difference between z-scores was analyzed which allowed differences between factors to be described. A structured interview was conducted with each subject to obtain further information on the subject's awareness of his classroom behaviors. Hyperactive children described their feelings about their medication regimen. Results indicated there are two subgroups of hyperactive children: ones who are unaware of their characteristic behaviors as negatively affecting significant others and view themselves as popular within the school environment and ones who view their actions as inappropriate with an accompanying low self-esteem with regard to their schooling. The medication interview indicated that hyperactive children feel drugs have a calming effect and they feel the medication is necessary for controlling their behaviors. It was concluded that viewing hyperactive children as unique individuals who may or may not be aware of their classroom behaviors must be incorporated into treatment strategies. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

No description available.

Unilateral Visual Neglect was measured in 12 Attention Deficit Disorder, Hyperactive elementary boys aged 8-12 years old, and 27 classroom derived boys also aged 8-12. Previous studies have suggested greater numbers of omission errors on the left side of the page in attention deficit disorder. This study compared a carefully diagnosed group of hyperactives to a classroom sample of boys to see if this type of error is particular to the ADD with H dimension of attention. The Behavioural Inattention Test (Thames Valley Test Company, (1987) series of conventional subtests, was used. This test is commonly used to detect neglect in stroke victims. Tests involve line bisection, line crossing, star and letter cancellation, representational drawing and copying of drawings. No significant differences between the two groups were found on non-parametric statistical testing of the results of four comparisons: total test score, total errors, left sided errors, right sided errors,. Some differences between the groups were noted, but scores realized were very close to the ceiling and few errors were made. It was concluded that the BIT test is not especially suitable for testing neglect in this population. / Graduate

No description available.