This study examined student teachers' explicit and implicit perceptions of ADHD and the relationship between perceptions of ADHD and social desirability. In addition, the relationship between a current measure of implicit perceptions of ADHD and one that was adapted for this study was also investigated. Findings indicate that student teachers view a student portrayed as exhibiting symptoms consistent with ADHD more negatively than a "normal" child in terms of their self-reported first impressions of the child as well as their predictions for the child's future success. Participants' perceptions, as measured by two implicit measures, however, were mixed, with results from one measure indicative of neutral attitudes toward ADHD, while results from another measure were suggestive of an implicit attitude bias against ADHD behaviors. Overall, social desirability did not appear to be meaningfully associated with student teachers' implicit or explicit perceptions of ADHD. The key findings seem to indicate that student teachers generally exhibit more negative perceptions of stereotypical ADHD behaviors than "normal" behaviors. Two measures of student teachers' implicit perceptions of ADHD were not significantly related.

Theses (MSc.(Med.)(Pharmacy))--University of Limpopo, 2009. / Background: Attention-Deficit/Hyperactivity Disorder (ADHD) is the current diagnostic label for children presenting with significant problems with attention, and typically with impulsiveness and excessive activity as well. It is the most common neurobehavioural disorder of childhood, and therefore critical to clarify the diagnosis. ADHD is a seemingly heterogeneous group of behaviour disorders affecting between 5% - 10% of primary school children. Overdiagnosis of ADHD and overprescribing of stimulants are considered problems in some communities, emphasising the need for careful evaluation and diagnosis. Methylphenidate is currently the first choice of treatment. The main focus of this study was to investigate whether the diagnosis of these children was done by field experts according to the criteria as set in the DSM-IV TR. This influences the decision to prescribe methylphenidate and the monitoring of the child during treatment. Method: The parents of 50 clinically diagnosed ADHD children, from various primary schools situated in Polokwane, were interviewed and completed a questionnaire. Results: The findings indicated that 20% of the sample did not meet the DSM-IV TR criteria. 28% of the sample was advised to take methylphenidate by people without appropriate clinical knowledge of ADHD. The final diagnosis and prescribing of methylphenidate is overwhelmingly done by General Practitioners (47%). ADHD symptomatology (hyperactivity - impulsiveness and inattention) was not taken in account when prescribing methylphenidate. There was no definite monitoring of patients before and while on methylphenidate. Positive improvements in ADHD symptoms after methylphenidate therapy, shows that methylphenidate is still prominent and successful in the pharmacotherapy of the ADHD child. Conclusion: Based on the results of the study there does not appear to be enough evidence that proper protocols or guidelines were followed. Some children were diagnosed as having ADHD with insufficient evaluation and in some cases stimulant medication was prescribed when treatment alternatives might exist. It seems that not all clinicians prescribing methylphenidate have the necessary professional experience and/or qualifications regarding ADHD. This is an indication that there is a need for South African guidelines similar to The American Academy of Pediatrics’ Clinical Practice Guidelines and the European Clinical Guidelines for Hyperkinetic Disorder. However, with correct diagnosis and individualised prescribing and usage of methylphenidate, there will be positive improvements in ADHD symptoms after methylphenidate therapy.

Attention deficit/hyperactivity disorder (ADHD) is a common disorder among children and is usually diagnosed during the school years, although symptoms must be present before age 7. As more children enter into preschool programs, there is great opportunity for early identification and treatment of behaviors related to ADHD. The earlier children with symptoms of ADHD are treated, the better their chances of having successful school experiences. Unfortunately, diagnosing ADHD during early childhood is difficult, in part because there is a lack of adequate assessment instruments designed for this age group. The instruments that are available generally do not focus specifically on ADHD symptomology. The ADHD-SRS, a rating scale specifically developed for ADHD assessment, was designed for school-age (K-12) children. The present research study investigated the psychometric properties of the ADHD-SRS with a preschool-aged sample. The participants were 414 preschool children who were rated by their teachers and/or parents using the ADHD-SRS. The results shed some light on normative levels of ADHD behaviors in preschool children. It was found that the ADHD-SRS has good psychometric characteristics (e.g., internal consistency, convergent/divergent validity) for this population. Teacher and parent concordance was moderate (.31), consistent with other research findings. Limitations, clinical implications, and directions for future research are addressed.

Given increased evidence related to the importance of fostering life satisfaction in the overall population (Diener & Diener, 1996), as well as recent suggestions regarding the importance of increasing positive academic and social outcomes for children with ADHD (DuPaul, 2007), it is important to gain a clearer understanding of how life satisfaction may be related to symptoms of inattention and hyperactivity/impulsivity. Research on the relationship between life satisfaction and symptoms of inattention, hyperactivity, and impulsivity is currently limited to two studies (Gudjonsson et al., 2009; Ogg et al., 2014). The current study investigated the relationship between symptoms of inattention and hyperactivity/impulsivity and reports of global life satisfaction in 399 high school students. This study used the bifactor model to conceptualize ADHD given that this model provided the best fit when compared to other models of ADHD in the current study and given that there is substantial evidence in the current literature to support the use of this model (Martel, von Eye, & Nigg, 2010). Structural equation modeling results demonstrated that the general factor of ADHD was a significant predictor of life satisfaction when students rated ADHD symptoms, and the inattention factor of ADHD was a significant predictor of life satisfaction when teachers rated ADHD symptoms. In addition, because depressive symptoms have been associated with life satisfaction and inattention, hyperactivity, and impulsivity, the current study examined if life satisfaction moderated or mediated the relationship between inattention, hyperactivity, and impulsivity and depressive symptoms. Results of the present study suggested that life satisfaction serves as a potential but weak moderator in the relationship between general ADHD and depression when symptoms of ADHD were rated by teachers. Results also demonstrated that life satisfaction mediated the relationship between general ADHD symptoms and depressive symptoms when ADHD symptoms were rated by students, and life satisfaction mediated the relationship between inattentive symptoms and depressive symptoms when ADHD symptoms were rated by teachers. The current study contributes to existing literature on life satisfaction given that there are currently only two studies, one which was conducted with an adult population and one of which was conducted with a middle school population, specifically examining levels of life satisfaction in individuals with symptoms of ADHD. The results of this study provide additional confirmation of the negative relationship between ADHD symptoms and life satisfaction. Moreover, this study was the first to examine how life satisfaction may play a role in the relationship between symptoms of ADHD and depressive symptoms. This study supports that life satisfaction primarily plays a mediating role in the relationship between ADHD symptoms and depressive symptoms and provides support for further examination of this role in future studies.

No description available.

This qualitative study investigated the educational and social experiences of six children who had been identified as Gifted with Attention Deficit Hyperactivity Disorder (ADHD). The children were aged from six to ten years old. Semi-structured interviews were conducted with the children and their parents and a staff member of the George Parkyn Centre (now The Gifted Education Centre) to explore their educational and social experiences in order to identify their preferred strategies that were also expected to be the most effective educational strategies. It is important to identify effective educational strategies for Gifted children with ADHD. This is because there are children in New Zealand (as this study has found) who have been identified as Gifted with ADHD but according to the literature review conducted for this study there does not appear to be a significant amount of literature from New Zealand or international writers that informs educators about how to assist these children to learn. Instead, the literature appeared to focus on misdiagnosis of Giftedness as ADHD, however, these children may benefit from having assistance with their learning as some literature suggested they are not being identified and could be underachievers. It seems that the use of effective educational strategies may be the only way these children could reach their academic potential. Therefore, this study sought to move on from the misdiagnosis debate evident in the Gifted/ADHD literature to identify some effective educational strategies. This study also investigated the social experiences of Gifted children with ADHD. This is because the literature maintained Gifted children with ADHD could have difficulties with social interactions. Talking to the children about their social interactions could indicate whether the literature's implications are correct and if they are it should allow further understanding regarding how we could assist the Gifted child with ADHD to have more positive social interactions that could also positively impact on learning as social interactions occur within the classroom. The key findings of this study indicated that some Gifted children with had specific learning preferences that could stimulate them to learn (e.g., when their interests were recognised, information was presented visually, tasks had a meaningful purpose and movement and use of computers was allowed). Ineffective educational strategies were also addressed although not in detail as for the most part they seemed to be the opposite of effective educational strategies. The findings also indicated Gifted children with ADHD could benefit when they find their 'true peer' as this seemed to result in the children within this study wanting to work with others. Although specific suggestions were recommended (e.g., the use Renzulli's 1977 Enrichment Triad Model) the findings emphasised the depth of information that could be gained by simply talking to children and their parents about their learning. A wider implication may be this Gifted group of children may benefit from the use of specific educational strategies that personalise their learning.

Attention-Deficit/Hyperactivity Disorder (ADHD) is comorbid with a range of other disorders in clinical and community samples, including anxiety disorders. The outcomes of the Multimodal Treatment Studies of ADHD (MTA Cooperative Group, 1999) highlight the importance of this comorbidity, as children with anxiety responded differently to treatments than did children with ADHD only. At present there are few tested theoretical explanations of the etiological processes and developmental trajectories associated with their co-occurrence. The aim of this research was to put forward and examine different explanations for the comorbidity of these two disorders in children according to the framework provided by Lilienfeld (2003). This was achieved by examining the covariation of ADHD symptoms and anxiety symptoms in a community sample of 499 children aged 8-13. Dimensional assessments of psychopathology were conducted via self-report questionnaires given to children, parents and teachers. The results were analysed via structural equation modelling approaches using AMOS (Arbuckle, 2003). Consistent with the hypotheses, positive associations at Time 1 between ADHD and anxiety symptoms were linked with inattention symptoms and were particularly pronounced for girls. The concurrent positive associations observed at each time period could not be completely accounted for by overlapping symptoms across measures or by method covariance explanations. The link between ADHD and anxiety symptoms could be explained by a common factor in reporting whereby ADHD and anxiety symptoms were both associated with noncompliance and negative affect for parents' reports, and negative affect for children???s' reports. Despite the concurrent associations, there was no support for the hypothesis that ADHD symptoms predicted the development of anxiety symptoms over time, nor the alternative hypothesis that anxiety symptoms predicted the development of ADHD symptoms over time, when the stability of symptoms across time was taken into account. It was concluded that ADHD symptoms (particularly inattention) and anxiety symptoms are covarying phenomena that are linked with common features of an irritable temperament and disruptive behaviour. Future research should investigate the role of these common factors in treatment outcome and cognitive research, which has previously found differences between ADHD children with and without anxiety.

Sixty-five male volunteers from a court mandated domestic violence treatment program were administered a questionnaire to assess for the presence of adult attention deficit hyperactivity disorder (ADHD) behaviors. The questionnaire included copies of the Wender Utah Rating Scale (WURS) and the Attention Deficit Scales for Adults (ADSA), as well as demographic information and diagnostic questions assessing previous professional diagnoses. Results indicated that 93.8% met or surpassed Wender's suggested cutoff score of 36 indicating the presence of ADHD symptoms, and 64.6% met or surpassed the higher suggested cutoff score of 46. Twenty-three percent (15) of the participants met the criteria suggesting the presence of adult ADHD behaviors as measured by the ADSA. A factor analysis of the WURS resulted in participant scores loading on four factors suggesting a combination of ADHD and conduct disorder (CD) behaviors. Results are discussed in light of previous research indicating the WURS' difficulty in clearly discriminating among disruptive behavior disorders. Implications for consideration of adult ADHD as a possible predisposing factor in the perpetration of violence are discussed. Treatment suggestions specifically targeting male DV perpetrators are offered, such as increased use of experiential exercises, minimizing distractions, increasing awareness of potential sensitivity to sound levels, and inclusion of stress reduction techniques. Limitations of this study are discussed in light of instruments utilized, question wording, and study design. Suggestions are made for further research with other DV groups from which results are generalizable to the larger DV perpetrator population. / Graduation date: 1999

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Arthur Anastopoulos; submitted to the Dept. of Psychology. Includes bibliographical references (p. 66-84).