Thesis (M. Psych. Ed.)--University of Queensland, 2002. / Includes bibliographical references.

No description available.

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

The purpose of this study is to investigate how educators at schools for learners with special needs manage learners diagnosed with Attention Deficit Hyperactivity Disorder. Two major themes were investigated, namely, the organisational structure in these schools and the interventions utilised to manage these children. This study has focused on educators in these special schools who teach learners diagnosed with this disorder. A questionnaire was administered to 31 class educators from Grade One to Grade Seven in two of these special schools in the North Durban area. Survey data indicated that educators at these two schools for learners with special needs organised their learning environment so as to facilitate the efficient management of ADHD learners. Educators utilised a range of interventions both inside and outside the classroom. The implications of these findings are for those who teach learners diagnosed with this disorder, as well as those who are involved in designing learning environments and curricula, especially in the South African context. / Thesis (M.Ed.)-University of Durban-Westville, 2001.

Retention of verbal and non-verbal information was assessed in groups of hyperactive, normal and nonhyperactive reading disabled boys matched on age, verbal IQ and socio-economic status. The experimental tasks consisted of a series of verbal and a series of non-verbal measures that were analogous in design. Hyperactive children were comparable to normals in short-term and long-term retention of both verbal and non-verbal stimuli. However, their performance was significantly below that of normal children on tasks requiring effortful mental processing and organization. In contrast, reading disabled children were significantly worse than normals on the experimental tasks of verbal memory. This finding was interpreted as suggesting verbal encoding deficiences in nonhyperactive reading disabled children.

Four studies were designed to examine the effects of stimulus novelty on looking time, preference, and processing efficiency in hyperactive children. Two control groups were selected; normal children and nonhyperactive poor readers. According to underarousal theories of hyperactivity, the hyperactives should show a unique, heightened attraction to novel stimuli. / Novelty was defined in two ways, as incongruity and as unfamiliarity. The responses of all three groups varied systematically as a function of the changes in novelty. There was limited evidence that the hyperactives were unusually attracted to the novel materials. Although they initially spent more time viewing the incongruous stimuli, this heightened interest was short-lived. Furthermore, this attraction was not apparent in their preference judgments, or in their looking time for unfamiliar stimuli. Tests of recognition and speeded matching indicated that the hyperactives needed more time than normals to process both ordinary and novel stimuli. However, they did not take this extra time unless they were motivated by the presentation of incongruous stimuli or were guided by the experimenter. Poor readers, in contrast, showed no special attraction to novelty. They tended to adopt a slower free-viewing pace than normals, possibly due to difficulty processing complex materials. However, they did not differ from normal children in speed or accuracy of matching simple stimuli.

No description available.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1980. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Education of Learning Disabled Children). Includes bibliographical references (p. 42-46).

Thesis (M.D.)--University of Hong Kong, 1995. / "July 1994." Includes bibliographical references (leave 215-228).

Thesis (Ph. D.)--Carleton University, 1975. / Also available in electronic format on the Internet.