Thesis (M.A. (Psychology)) -- University of Limpopo, 2009 / Background: Although ADHD does occur as a single disorder in a minority of diagnosed individuals, it is generally comorbid with other behavioural and emotional disorders. The most frequent co-occurring psychiatric disorders are Oppositional Defiant Disorder, Conduct Disorder, Anxiety Disorder and Mood Disorder. The aim of the study was to establish a relationship between the core symptoms of ADHD (Inattention and Hyperactivity/Impulsiveness) and the externalising disorders, Oppositional Defiant Disorder and Conduct Disorder, and the internalising disorders anxiety and depression and to establish differences in comorbid symptoms (ODD, CD, anxiety, and depression) between children with ADHD and a non-ADHD control group as a function of gender and subtype. Method: A total of 100 Tsonga speaking primary school children (50 with ADHD symptoms and 50 non-ADHD controls) participated in the study. The ODD and CD scale of the Disruptive Behaviour Disorders rating scale was used to establish the symptoms of ODD and CD, while the Anxiety and Depression scales of the “Terry” Picture Questionnaire was used to establish the symptoms of Anxiety and Depression. Results: Findings of the study showed that the relationship between the hyperactive/impulsive component of ADHD and the externalizing disorders (ODD and CD) was moderate to strong, while there was no significant relationship between hyperactivity/impulsiveness and the internalizing disorders (anxiety and depression). The inattentive component of ADHD showed a strong relationship with ODD, but no significant relationship with CD was observed. The relationship of inattentive symptoms with the internalizing disorders (anxiety and depression) was weak to moderate. The comparison study showed that boys with the predominant hyperactive/impulsive subtype of ADHD had significantly more symptoms of CD than xii their non-ADHD counterparts, but not significantly more ODD symptoms, while girls of the predominantly hyperactive/impulsive subtype had significantly more symptoms of both ODD and CD than the non-ADHD girls. A comparison of the predominantly inattentive subtype of ADHD showed that the boys had more symptoms of ODD than their non-ADHD counterparts, while there were no significant extra symptoms for CD. The predominantly inattentive girls did not show more symptoms of both externalizing disorders than the non-ADHD controls. The ADHD-combined subtype had more symptoms of both disorders but no gender differences were observed. When the ADHD subtypes were compared with non-ADHD controls for internalizing disorders, only the predominantly inattentive subtype showed significantly more symptoms of both anxiety and depression. This was the case for both genders. Conclusion: The study showed that there is a relationship between the symptoms of ADHD (hyperactivity/impulsiveness and inattention) and the externalizing disorders, ODD and CD. Only the Inattentive component of ADHD showed a relationship with internalizing disorders (anxiety and depression). The comparison study showed that the predominantly hyperactive/impulsive and the combined subtypes displayed most symptoms of externalizing disorders, while the predominantly inattentive subtype had significantly more symptoms of internalizing disorders. Gender differences were observed in the symptoms of externalizing disorders, but not in the symptomatology of internalizing disorders.

Thesis (M.A.)--James Madison University, 2009. / Includes bibliographical references.

Project (B.S.)--James Madison University, 2009. / Includes bibliographical references.

No description available.

This study has examined the effect of 3 doses of Methylphenidate (MPH) on the speed of motor and cognitive performance in children diagnosed with ADHD. Thirty children clinically diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD) aged 6-12 years were recruited through the ADHD Clinic and the Severe and Disruptive Behavior Disorders Program at the Douglas Mental Health University Institute. The three doses of MPH were administered according to a double blind randomized cross-over three day trial (0.3; 0.5 0.8 mg/kg/day in a bid schedule). An improvement across all three doses of MPH on motor, cognitive and behavioural measures was observed. The improvement is significant at low doses of MPH and an increase of dose up to 0.8 mg/kg/day does not lead to further improvement of the speed of simple motor task, but might be beneficial to specific cognitive tasks. No deterioration was observed in association with higher doses of MPH.

This study was designed to assess teachers' and counsellors' knowledge and experiences related to ADHD and the use of stimulant medication. The sample population was comprised of elementary, middle school, and high school teachers and counsellors from two school districts in southwestern Canada. A descriptive, cross-sectional design using a self-administered questionnaire was used to obtain information. Results revealed that the teachers and counsellors responding to the questionnaire have limited knowledge about ADHD and the use of stimulant medication, although a large majority of them have experience with students with ADHD and are involved in the diagnosing and assessment process of ADHD. These results suggest that there is a need for in-service training regarding the diagnosis and characteristics of ADHD, different intervention strategies, and assessment of the effectiveness of these strategies. Teachers and counsellors need to become more familiar with empirical research and to base their practice on it, rather than on popular opinion. Finally, further collaboration is needed between teachers and counsellors and allied professionals, such as physicians and psychologists. / x, 77 leaves ; 29 cm.

Attention deficit hyperactivity disorder (ADHD) affects up to 10% of school-aged children and half as many adults. The core features of impulsivity, hyperactivity, and inattentiveness commonly give rise to academic underachievement, poor social relationships, and increased risk for mood and anxiety disorders. Although the relevant neurobiological mechanisms remain poorly understood, altered mesocorticolimbic dopamine (DA) transmission has been proposed. The aim of the present study was to compare striatal DA function in treatment-naive adults with ADHD vs. age- and IQ-matched controls. Two PET/[11C]raclopride scans, one with placebo and one with d-amphetamine (d-AMP; 0.3 mg/kg, p.o.), were administered to five men with ADHD and five healthy male volunteers. The ADHD group differed from controls in demonstrating significant d-AMP-induced reductions in posterior caudate (p<0.05). These results may support a proposed model of reduced DA tone leading to increased phasic signaling in ADHD.

The past decade has witnessed students with disabilities attending university in everincreasing numbers. In particular, many countries, including Australia, now report that students with so-called 'invisible disabilities' comprise the vast majority of those seeking support from Student Disability Services at university. Despite this increase, relatively few researchers have investigated the processes involved in the university education of students with disabilities, particularly during their crucial first year, when the highest rate of student attrition occurs across the board. The substantial body of research which has investigated the 'first year experience' for university students in Australia and the United States of America has ignored the issues unique to students with disabilities during this critical period. At the same time, some researchers, predominantly in the United States of America and the United Kingdom, have studied the tertiary education of students with disabilities. However, the subject has received less attention in Australia. Also, certain categories of university students with disabilities have been overlooked. In particular, university students diagnosed with Attention Deficit/Hyperactivity Disorder (AD/HD) appear to be one of the groups that have attracted little attention worldwide, despite the vast body of research that exists on children and, increasingly, on adults with the diagnosis. These students constituted the focus of the study reported in this thesis. The aim of this study was to develop substantive theory about how university students who are diagnosed with Attention-Deficit/Hyperactivity Disorder (AD/HD) deal with their first year. The study is conceptualised within the social theory of symbolic interactionism. A central research question and a series of related guiding questions were used as the starting point for data collection. Data collection was conducted largely through in-depth, individual, face-to-face semistructured interviews, and participant observation consistent with the interpretivist qualitative research tradition. In addition, informal interviews, telephone interviews and documents provided supplementary data for the study. Data analysis, which occurred concurrently with data collection, employed the open coding method consistent with the grounded theory model and the development and testing of propositions. The central proposition of the substantive theory generated from this study is that students diagnosed with AD/HD experience a sense of developing empowerment as they progress through three stages in their first year at university. The first stage in the theory of developing empowerment is entitled the development of empowerment through realising a dream. The second stage is entitled the development of empowerment through becoming proactive. The final stage is entitled the development of empowerment through the feeling of belonging. The theory of developing empowerment provides a new perspective on how university students with a diagnosis of AD/HD deal with their first year of study. A number of implications for further theory development, policy and practice are drawn from it. There are also several recommendations for further research.

Thesis (Au.D.)--James Madison University, 2010. / Includes bibliographical references.

Made available in DSpace on 2016-06-02T20:44:14Z (GMT). No. of bitstreams: 1 5808.pdf: 1446230 bytes, checksum: a10d89d03f3e47cfd1287dcb554233b9 (MD5) Previous issue date: 2014-02-07 / Financiadora de Estudos e Projetos / This study aimed to identify the motor profile of students with interdisciplinary diagnosis of Attention Deficit Disorder with Hyperactivity (ADHD), and compare with students with good academic performance, and to verify the incidence of Developmental Coordination Disorder in this study population. A total of 46 students participated in the study, males and females, with ages ranging from 7 to 10 years and 11 months, attending from 1st to 5th year of elementary education at public schools in cities of São Paulo state. The students were divided into two groups: Group I (GI) included 23 students with Attention Deficit Disorder with Hyperactivity; Group II (GII) included 23 students with good academic performance, paired according to gender and age group with GI group. Groups experienced motor assessment (Movement Assessment Battery for Children - Second Edition (Movement ABC - 2). MABC Test consisted of eight items grouped into three sections (manual dexterity, target and precision, and balance), parents / guardians responded to DCDQ questionnaire - Brazil, which contains 25 questions about the motor behavior of the child, and the Economic Classification questionnaire. The results were statistically analyzed in order to characterize and compare the motor profile of the students, intra and intergroup. The results showed that some of the students in GI presented indicative of Developmental Coordination Disorder, whereas in GII, none of the students presented indicative of Developmental Coordination Disorder. However, it is possible to stand out an incidence of Developmental Coordination Disorder in the population with Attention Deficit Disorder with Hyperactivity in about 43%. These findings will hopefully contribute to the knowledge about students with ADHD, helping to guide actions to assist this population by teachers, health professionals, and family. / Este estudo teve por objetivos identificar o perfil motor de escolares com diagnóstico interdisciplinar de Transtorno do Déficit de Atenção com Hiperatividade (TDAH), comparar com os escolares com bom desempenho acadêmico e verificar a incidência de Transtorno do Desenvolvimento da Coordenação na população deste estudo. Participaram 46 escolares, de ambos os gêneros, na faixa etária de 7 a 10 anos e 11 meses de idade, que frequentam do 1º ao 5º ano do ensino fundamental de escolas públicas municipais de cidades do interior de São Paulo. Os escolares foram distribuídos em dois grupos: Grupo I (GI) - composto por 23 escolares, com diagnósticos multidisciplinares de Transtorno do Déficit de Atenção com Hiperatividade, em uso regular de medicação; Grupo II (GII): composto por 23 escolares com bom desempenho acadêmico, apresentando notas iguais ou superiores a 8,0 no boletim escolar e observações pertinentes realizadas pelas professoras em relação a cada escolar. Os escolares foram pareados segundo gênero e faixa etária. Os grupos passaram por avaliação motora (Movement Assessment Battery for Children - Second Edition (Movement ABC-2). O Teste MABC é composto por oito itens, agrupados em três seções (destreza manual, alvo e precisão e equilíbrio), os pais/responsáveis responderam ao Questionário DCDQ-Brasil, composto por 25 questões sobre o comportamento motor da criança, e ao Questionário de Classificação Econômica, para fins de pareamentos dos grupos. Os resultados foram analisados estatisticamente visando à caracterização e comparação intra e intergrupos do perfil motor dos escolares. Os resultados mostraram que no GI, que é o grupo composto por escolares com Transtorno do Déficit de Atenção com Hiperatividade, estão presentes alguns escolares com indicativo de Transtorno do Desenvolvimento da Coordenação, sendo a Habilidade do Equilíbrio a mais acometida; No GII, que são escolares com bom desempenho acadêmico, não foram encontrados escolares com indicativo de Transtorno do Desenvolvimento da Coordenação. Portanto é possível destacar uma incidência de Transtorno do Desenvolvimento da Coordenação na população com Transtorno do Déficit de Atenção com Hiperatividade, em aproximadamente 43%. Espera-se que esses resultados contribuam com o conhecimento dos escolares com TDAH, colaborando para a orientação de ações voltadas ao atendimento e diagnóstico precoce desta população pelos professores e profissionais da saúde, objetivando uma melhora na qualidade de vida dessas crianças e familiares envolvidos.