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xxvi, 402 leaves : tables, graphs ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Psychology, 1980

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

The primary purpose of this study was to provide a better understanding of the typology and etiology of physical overactivity (hyperactivity) in ADHD. ADHD is uniquely characterized by inappropriate/excessive motor activity, yet motoric aspects of ADHD have been neglected in the research literature. Given high levels of intrusive/inappropriate motor behaviors and evidence that the neuropathology of ADHD involves frontal-striatal dysfunction, this study investigated the possibility that aspects of physical overactivity in ADHD could be a result of a “utilization behavior syndrome”. Theories of this utilization behavior that claim the syndrome results from an imbalance between medial (frontal; voluntary, goal-directed) and lateral (parietal/visual; automatic, reactive) motor systems were also addressed. Results revealed high levels of utilization behavior specifically characterize hyperactivity in ADHD, and that motor overactivity in ADHD is not simply a result of generally heightened activity levels. Levels of utilization behavior were statistically associated with severity of hyperactive symptomatology as reported by parents of children with ADHD. Furthermore, utilization behavior was significantly related to difficulties on tasks thought to be dependent on the functioning of the medial but not the lateral, motor system. This supports theories that utilization behavior, at least in ADHD, could be a result of disinhibition of the lateral motor system due to dysfunction within the medial motor system. / Graduate

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The usefulness of frontal lobe (FL) dysfunction as a conceptual model for Attention Deficit Hyperactivity Disorder (ADHD) was investigated. Twenty-four ADHD and 24 normal control (NC) children were tested using tasks sensitive to FL deficits in motor control and problem solving skills and memory tasks sensitive to temporal lobe (TL) dysfunction. ADHD children differed significantly from NCs on measures of FL function, but not on tests of TL functions. Wherever norms were available for normal children on the same FL tests, ADHD subjects performed like 6 to 7 year olds, in spite of their mean age of 10 years and minimum age of 8 years. The differential performance of ADHD children on tasks sensitive to FL and TL damage supports the conceptualization of ADHD deficits as analogous to FL dysfunction and implies that deficits are not explained by reference to generalized impairment.

Very few behavior-change programs with canines produce effects that persist beyond the training condition. The present study is an experimental demonstration of a constructional program that established calm patterns of behavior as alternatives to hyperactive ones. Three dogs that exhibited hyperactive patterns were chosen as subjects. Seven conditions common to canine-caretaker relationships were used to determine which factors resulted in the hyperactive patterns. Then, sitting and lying down were taught as beginning points using touch as a reinforcer. The final behavior, maintained by naturally occurring reinforcers, was established errorlessly. The study used a control-analysis strategy of behavior change with a changing-criterion design. The intervention resulted in an immediate reduction in hyperactivity and an increase in sitting and lying down for all dogs.

This investigation examined the effect of a biochemical and parent education program emphasizing the physiological aspects of the hyperkinetic disorder and the effect of a parent education program teaching parenting skills found in Systematic Training for Effective Parenting on the behavior of hyperkinetic children. The following conclusions are presented as a result of these findings: 1. The intake of nutrients in conjunction with parent education groups which teach physiological reasons for hyperkinesis has an effect on the behavior and physiological symptoms of hyperkinetic children. 2. The education of parents using Systematic Training for Effective Parenting is effective in changing the behavior of hyperkinetic children. 3. Aberrant behavior in children, in some cases, may be due to a condition, or conditions, subject to manipulation.