Although the behavioral phenotype of disorders such as attention deficit hyperactivity disorder (ADHD) and reading disability (RD) are well established, to date, few studies have assessed the association between the core cognitive characteristics implicated in each disorder. And fewer yet have addressed this in a sample of typically developing preschool and young school age children when such skills are developing and maturing. The present study focused on providing a typical trajectory of attentional and inhibitory performance alongside delay aversion and their association with naming speed, a basic cognitive process involved in the acquisition of later reading skills. Alongside the developmental characteristics of these cognitive domains, the results indicate an association between rapid naming deficits and poor attentional and inhibitory control. The results further suggest distinct association between attentional control, inhibitory control, naming speed and poor attention ratings. These findings have implications for pedagogical planning for children with ADHD and RD.

Bakgrund: Personer med Attention- Deficit/Hyperactivity Disorder (ADHD) har ofta svårigheter att hantera sin vardag på många olika plan. Arbetsterapeutisk behandling syftar till att underlätta det dagliga livet och därmed minska svårigheterna som personer med ADHD upplever i sin vardag. Syfte: Syftet med denna studie är att beskriva arbetsterapeutiska åtgärder samt dess effekt och betydelse för personer med personer med ADHD. Metod: Studien är en litteraturöversikt där både kvalitativ och kvantitativ forskning ingår. Sökningen efter aktuell forskning utfördes i databaserna Cinahl och PsycInfo. Totalt 11 artiklar uppfyllde urvalskriterierna. Interventionerna i studierna kategoriserades efter liknande innehåll. Resultat: Interventionskategorierna syftade på att förbättra den sociala och motoriska färdigheten, anpassa miljön, förändra aktivitetsutförandet och att ge psykoeduktiv behandling till omgivningen. Den främst använda interventionskategorin är social färdighetsträning och känslokontroll. Ett flertal av de arbetsterapeutiska interventionerna riktas samtidigt mot en eller flera kategorier, som en del av den arbetsterapeutiska behandlingen. Resultatet av denna studie visar att arbetsterapeutisk behandling kan minska svårigheterna från ADHD och hjälper klienterna i det dagliga livet. Slutsats: Betydelsen av en flerdimensionell arbetsterapeutisk behandling framkommer tydligt i denna studie. Även en enskild arbetsterapeutisk intervention har effekt och påverkan inom flera aktivitetsområden.

Some children exhibit inattentive, and perhaps also hyperactive and Impulsive behaviour In the classroom at a very frequent and severe level. These behavioural characteristics are reflected in the criteria for the diagnosis of Attention Deficit Hyperactivity Disorder (ADHD). Children with ADHD have been found to achieve lower grades at school than their peers. This study investigated the extent to which pupils with severe ADHD symptoms, but not necessarily diagnosed with the condition, were at risk of similar academic outcomes. The effect of different teaching and classroom management strategies on the concentration and attention of these children were also explored. The reading and mathematics achievements of a large sample of pupils were assessed at the start of reception, the end of reception and then again at the end of key stage 1. Class teachers assessed the behaviour of these pupils at the end of reception using a rating scale based upon the diagnostic criteria for ADHD in Version 4 of the Diagnostic and Statistical Manual for Mental Disorders (American Psychiatric Association, 1994).The proportion of children with severe ADHD symptoms was found to be similar to previous estimates of the prevalence of children with each sub-type of ADHD derived from teacher assessments, but higher than the rates of prevalence of ADHD published by the American Psychiatric Association (1994).The reading and mathematics attainment and value-added of children with severe ADHD symptoms were found to be educationally and statistically significantly lower than their peers. The data replicated previous studies that had investigated the achievement of children with ADHD.

No description available.

Specific strategic control (executive) processes were investigated in 17 boys with ADHD and 18 normal control boys, ages 9--13 years, using a paradigm combining the Warned Reaction Time and Stimulus-Response Compatibility tasks. The length and constancy of the preparatory interval (PI) were manipulated in order to study preparatory processes associated with prediction and temporal adjustment. Compared to control boys, boys with ADHD had particular difficulty with long, fixed, and short, variable preparatory intervals, suggesting problems with the strategic control of response preparation and adaptation to temporal changes. Heart rate deceleratory patterns recorded during the PI indicated that impaired active, accurate, prediction played a major role in the preparatory deficit. The study also manipulated compatibility and predictability of response demands in order to assess inhibitory processes and the ability to shift flexibly between changing response demands. Boys with ADHD had particular difficulty shifting flexibly between compatible and incompatible responding, indicating a problem with strategic response adjustment. Findings also suggested possible difficulties with the allocation of consistent, effortful attention and the inhibition of inappropriate responding. In addition, interactions were also observed in the ADHD group between the strategic and inhibitory measures. Overall, the findings supported Douglas's (1988; 1999) conceptualization of ADHD as involving a self-regulatory deficiency consisting of interacting strategic, effortful, and inhibitory components. The study also addressed the question of whether Sanders' (1983) cognitive-energetic model, which has been used widely in studies of ADHD, can deal adequately with the cognitive difficulties associated with ADHD. The findings indicated that the model has not been developed adequately to deal with the kinds of higher level processing deficits that were identified in the ADHD group. In addition, in

The research examines the relationship between the two variables Attention- Deficit/Hyperactivity Disorder (A-D/HD) and Locus of Control in boys identified with A- D/HD.The major issues addressed are: the extent to which attentional deficit predicts external Locus of Control and the effect of a cognitive-behavioural intervention on boys with A- D/HD and a highly externalised Locus of Control. Reducing the externality of Locus of Control is seen as an innovative means of addressing some behavioural aspects of A-D/HD.The study involved 77 A-D/HD boys with A-D/HD and 23 boys who were not A-D/HD, but who demonstrated similar levels of disruptive behaviours, from schools in Western Australia. Australian norms were established for the Locus of Control instrument (CNS-IE) using 300 male classmates of the participants.Each boy was assessed by parents and teachers on established measures of A-D/HD (the Child Behavior Checklist (CBCL) and the Attention Deficit Disorders Evaluation Scale (ADDES)). The boys completed the CNS-IE both before and after the intervention. The boys with A-D/HD were medicated with Dexamphetamine or Ritalin, as prescribed by an appropriate medical practitioner.The association of A-D/HD diagnostic subtypes, (Predominantly Inattentive Type, Predominantly Hyperactive Type, Combined Type) with Locus of Control was also investigated.The results demonstrate that a significant (p < 0.001) correlation exists between attention deficit (assessed by the two parallel measures, CBCL and ADDES) and Locus of Control. The Locus of Control of boys with A-D/HD was significantly (p < 0.001) more external than that of the non-A-D/HD boys. This finding held true for each of the three A-D/HD subtypes when they were compared to the non-A-D/HD group.Participation in the cognitive behavioural intervention (the Stop, Think, Do program) significantly (p < 0.001) reduced the level ++ / of externality of Locus of Control in all groups of subjects.The research also examined the relationship between parents and teachers ratings of the same individual's behaviour. Ratings were found to be highly consistent between both groups. Parent ratings of inattention appear to be particularly salient both in identifying boys with an associated external Locus of Control and as an indicator of A-D/HD.The results of the research support the use of appropriate cognitive behavioural interventions in addressing self-regulation and responsibility, the central issues put forward in the Behavioural Disinhibition model of A-D/HD.Implications for the management of A-D/HD in the long term are also addressed. A multi- modal model involving medication and two stages of cognitive-behavioural intervention is recommended, where a cognitive behavioural intervention is used initially to develop a more internal Locus of Control, this being followed by a reframing program to sustain and develop more adaptive perceptions and behaviours.

Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 1994. / A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Judith Wiener.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 1994. / Vita. Includes bibliographical references (leaves [66]-81).