The current study is a multimethod, longitudinal exploration of friendship patterns of children with ADHD. We relied on information from parent and teacher ratings, self-report measures of children and their friends, and observational data from three interactive tasks. In the two phases of the study, the participants were 112 children and their friends between the ages of 7 and 13: ADHD group dyads, n = 68; comparison group dyads, n = 44. Results indicated that the friendships of children with ADHD differed from the friendships of the comparison group. Overall, children with ADHD had friendships that, although stable over time, were of lower duration and stability than the friendships of comparison children. The lower duration and stability of friendships in the ADHD group coincided with more single-parent households in this group, which may indicate elevated family stress. However, children with ADHD were no different than comparison children in regards to the age of their friends and the places where they met them. At both participations, ADHD dyads reported fewer positive friendship features than comparison dyads. Furthermore, children with ADHD reported less intimacy toward their friends, less help and guidance, and less validation and caring. The friendship behaviour dynamics observed during the interactive tasks differed between the two groups. Children with ADHD violated more rules and were less altruistic and sensitive during interactions. Additionally, children with ADHD showed less positive and more non-positive affect while relating to their friends. When a decision that involved a compromise had to be made, the length of interaction was greater and coincided with displayed non-positive affect. Additionally, their friendly interactions were observed to be characterized by unequal power distribution as opposed to those in the comparison group where there was greater power equality. However, our results also suggest that the behavioural trajectory over time was similar between the ADHD and comparison groups. The friendships of ADHD and comparison children were rich in positive and negative friendship features reported by the two friends, and over time there was more open reporting of the negative friendship aspects. Our results did not seem to be affected by gender and age differences, ADHD subtypes, comorbidities, or medication status. Through outlining friendship patterns of children with ADHD, we are hopeful that our findings may be useful to mitigate negative social consequences of ADHD. A practical clinical application may be in recommending measures and creating interventions aimed at promoting friendship and improving social adjustments in children and young adolescents with ADHD.

Thesis (M.A.)--Boston University / Background: In the past decade, a growing body of research has shown a link between attention-deficit/hyperactivity disorder (ADHD) and obesity. Recently, studies in adults and children began exploring the possible neurobiological and behavioral mechanisms responsible for the association of ADHD with obesity. Stimulant medications used to treat ADHD might also play a protective role against weight gain in individuals with ADHD. Objective: The current pilot study set out to create and test a protocol that explores differences in obesogenic eating behaviors between typically developing (TD) children and children with ADHD who are either taking ADHD medication (ADHD-M) or have been off of ADHD medication (ADHD-NM) for the past 3 months. Given that children with ADHD are often on medication, this pilot also allowed us the opportunity to assess the feasibility of recruiting children with ADHD-NM. Methods: The Children's Eating Behaviour Questionnaire (CEBQ) was used to measure eating behaviors between three groups of 6-11 year old children; TD (n=6), ADHD-M (n=9), and ADHD-NM (n=3). To our knowledge this is the first study to use the CEBQ as a measure of eating behaviors in children with ADHD. The protocol consisted of a telephone screen for inclusion and exclusion criteria, followed by one study visit where the CEBQ was administered along with 4 other questionnaires that will be analyzed as part of a larger study. Information was also collected on recruitment efforts, effectiveness of screening tools, and duration of study visit. Results: We found statistically significant differences in satiety responsiveness (p=0.008) among children with ADHD-M and ADHD-NM, and difference (p=0.022) among children with ADHD-M and typically developing (TD) in the desire to drink domain. We observed in the fussiness domain, borderline significant differences among children with ADHD-M and TD children (p=0.079) and in the emotional under-eating domain differences for children with ADHD-M and children with ADHD-NM (p=0.066). Also, there was a trend in the food responsiveness domain that suggested children with ADHD-NM were more responsive to food cues than the other two groups. There were no statistically significant differences seen between ADHD-NM and TD groups in the following three domains; slowness in eating, enjoyment of food, and emotional over-eating. As suspected, it was difficult to recruit children with ADHD-NM therefore; the small sample size may have limited our ability to detect significant differences. Conclusion: The pilot study showed statistically significant differences in one obesogenic CEBQ domain, satiety responsiveness, and a possible trend in the food responsiveness, which is another obesogenic domain. The differences suggest that children with ADHD-NM might be less responsive to internal satiety cues than children with ADHD-M, and more responsive to food cues than TD children or children with ADHD-M. The pilot also suggested differences between groups in three other domains; desire to drink, fussiness, and emotional undereating. Exploring these possible differences further could give insight into the mechanism contributing to the observed higher obesity risk in individuals with ADHD compared to individuals without ADHD.

A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology) in the Department of Educational Psychology and Special Education, University of Zululand, 2003. / Attention Deficit Hyperactivity Disorder (ADHD) often creates significant problems in the classroom for both learner and teacher. Many children with ADHD are plagued with extreme behaviour characteristics that often lead to adverse adult reactions and social rejection. It is believed that teachers often prefer Ritalin as a choice of intervention to cope with the demands of teaching. This study investigates how teachers view the characteristic behaviour of children with ADHD and the effect that Ritalin has on those perceptions. The second aim was to find out how teachers felt regarding the social relations of children with ADHD and the effect that Ritalin has on those perceptions. The third aim was to determine whether teacher perceptions of ADHD children were influenced by their characteristics (age, gender, type of school, qualifications and experience). The views/perceptions expressed by teachers in most instances favoured the research authors identified in this study with reference to the characteristic behaviours of ADHD children. However, views expressed on social interactions were not conclusive as the tally produced an even split, identifying perhaps a lack of understanding of what is expected from children with ADHD. The results in both the above descriptions clearly showed a favourable bias toward the use of Ritalin for producing acceptable behaviour. The study further identified that when evaluating certain teachers' characteristics such as: gender, age, qualifications, teaching experience and type of school, the following became evident: • Special education qualifications did not create a better understanding or tolerance of these children, but in fact the opposite was evident • Gender or age did not influence teachers perceptions • The feedback from both private and public schools were similar It is important to note that the limitations identified in this study, stressed the need for future research to be done in this field.

A dissertation submitted in partial fulfilment for the requirements of the degree of Master of Arts in Clinical Psychology at the University of Zululand, South Africa, 2004. / The use of drug stimulation to treat children who have been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) sparks much controversy. Parental perception of this practise is crucial since it is the parents that have the task of making this sensitive decision. In order to subjectively explicate parental feelings regarding this issue, a qualitative approach was considered appropriate in this study. The study sought to highlight the views of parents around the use of stimulant medication in the treatment of ADHD. In- depth interviews of the four participants were audio taped and then transcribed verbatim. The interviews were unstructured and an open- ended question guideline was utilised. The interviews underwent stringent thematic analysis. Amongst others, the major themes that emerged were those of guilt, frustration, resignation and the strained mother- child relations associated with infant behaviour and the diagnosis. Findings revealed mixed feelings around the use of medication with Ritalin being the most commonly prescribed. However, even though there are mixed feelings associated with medication use, the positive outcomes of this practise outweigh the negative aspects. Although the benefits are great, the future risk of long-term use of stimulant medication is unknown

The aim of the study was to investigate educators’ knowledge and attitudes towards children with Attention Deficit Hyperactivity Disorder (ADHD). In particular the study sought: 1. To determine the level of educators knowledge and attitudes about ADHD 2. To ascertain whether or not is a significant difference in attitude between educators in the mainstream school and those in the resource centre (remedial school);and 3. To determine the relationship, if any, between educators’ perceptions of ADHD children and certain educators’ characteristics discussed further in the study. In this study, the focus was on primary school learners. Primary school learners are learners who are between grades one and seven. The target population was primary school educators in a mainstream school and in a resource centre. Sixty nine educators were divided into two groups:48 educators taught at a mainstream school (Group 1) and 21 educators teach at a resource center (remedial school) and deal with ADHD cases regularly (Group 2).A questionnaire was given to each responded as a method of data collection instrument. xiv The study concludes that mainstream education for ADHD children (with individualized education if necessary) causes considerable difficulty for all concerned. The educators’ attitudes towards ADHD children were far from ideal, and their knowledge is insufficient. One interesting finding from this study was that knowledge of Special Education seems to have a positive influence on the educators’ attitude towards learners with ADHD.

Attention-deficit/hyperactivity disorder (ADHD) is a commonly diagnosed disorder that is associated with many negative outcomes. For many children, the disorder is comorbid with externalizing and/or internalizing problems. Understanding the correlates of comorbid problems in children with ADHD could be important for better treatment and/or prevention strategies. The purposes of this study were (a) to determine what parent-related and child-related characteristics are associated with externalizing or internalizing problems in children with ADHD, and (b) to determine if there are differences in these characteristics between a group of children with ADHD and externalizing problems, and a group of children with ADHD and externalizing and internalizing problems. Results indicated that parent anxiety, parent aggression, and child hostility were associated with internalizing problems. Child aggression was associated with externalizing problems. Results also indicated that children with ADHD and externalizing and internalizing problems had significantly more hostility than children with ADHD and externalizing problems only.

Research shows that religious people have higher levels of self-control. Scientists also hypothesize that individuals with Attention Deficit Hyperactivity Disorder (ADHD) are less likely to participate in religious services which require long periods of attention and self discipline. However, little research has investigated the potential relationship between ADHD and religious participation. Using the National Longitudinal Study of Adolescent Health (Add Health), this study finds (1) mothers’ prayer frequency is marginally related to children’s ADHD symptoms and diagnosis although other religious indicators are not significantly related, (2) childhood religious involvement and affiliation are not significantly related to ADHD symptoms and diagnosis, and (3) childhood ADHD is not significantly related to adult religious involvement and affiliation.

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The current study examined verbal and visuospatial memory abilities as potential mediators of the relationship among ADHD behavior problems and near- and long-term scholastic achievement. Scholastic achievement was measured initially and at 4-year follow-up in an ethnically diverse sample of children (N = 325). Nested composite (reading, math, language) and domain-specific reading structural equation models revealed that ADHD behavior problems exerted a negative influence on scholastic achievement measures, both initially and at follow-up. Much of this influence, however, was mediated by verbal memory’s contribution to near-term achievement, whereas visuospatial memory contributed more robustly to long-term achievement. For the domain-specific math achievement model, the collective influence of verbal and visuospatial memory fully mediated the direct influence of ADHD behavior problems on nearterm math achievement, and visuospatial memory alone contributed to both near- and long-term achievement. In all models, measured intelligence made no contribution to later achievement beyond its initial influence on early achievement. The results contribute to the understanding of the developmental trajectory of scholastic achievement, and have potential implications for developing remedial programs targeting verbal and visual memory deficits in children with ADHD behavior problems