M.A. / The study aims to determine whether statistically significant differences exist between boys with attention deficit hyperactivity disorder (ADHD) and boys without ADHD with regard to hemispheric language lateralization and the laterality of various modalities (handedness, eyedness and footedness). According to the literature, a possible connection exists between abnormal lateralization patterns and various developmental disorders (Corballis, 1983; Geschwind & Behan, 1982; Hiscock, 1988, McFarland, 1981; Turkewitz, 1988). Lateralization in the current study refers to hemispheric language specialisation, hand dominance, foot dominance and eye dominance. In most people these functions are lateralized to the one side of the body by the age of seven (Kalat, 1995; Kolb & Whishaw, 1996). They typically manifest a dominant left hemisphere for language and a right-sided dominance for handedness, footedness and eyedness. The result is a dominant left hemisphere, due to the left side of the brain controlling the right side of the body. Some children however manifest insufficient or poor lateralization of these functions. For purposes of this study, it would imply that the functions of language specialisation, handedness, footedness and eyedness are not all lateralized to one side of the body. A possible connection between this poor or insufficient lateralization and ADHD might exist. According to the DSM IV (1997) the essential feature of ADHD is a persistent pattern of inattention and/or hyperactivity/impulsivity that is more frequent and severe than is typically observed in individuals at a comparable level of development. Some of these symptoms causing impairment must have been present before age seven, although many individuals are only diagnosed after the symptoms have been present for a number of years. Impairment resulting from the symptoms should be present in at least two settings, for example, at school and at home. Clear evidence must exist of interference with developmentally appropriate social, academic, or occupational functioning. An empirical study was conducted in order to compare the hemispheric language specialisation, handedness, eyedness and footedness of the various subjects. The subjects consisted of 20 ADHD boys (8 -12 years) who met the criteria of the DSM IV and 20 Non-ADHD boys (8-12 years) without any learning problems. Various interference variables were controlled in the selection of the subjects (see section 5.2.3) Kimura's dichotic listening technique was used to measure hemispheric language specialisation and the Harris-test for Lateral Dominance was used to measure handedness, eyedness and footedness. Wilks's lambda, Pearson's chi-quadrant and Student's t-tests were used during statistical analysis of data. Results indicated statistically significant differences between ADHD boys and non-ADHD boys with regard to hemispheric language specialisation, handedness and footedness. Overall, the results indicated that the ADHD boys are not as strongly lateralized as the non-ADHD boys. The non-ADHD boys showed a stronger left hemispheric language specialisation, right hand dominance and right foot dominance. No statistical differences were recorded with regard to eyedness. The current study provides possible theoretical support for the theory that a connection exists between poor or insufficient lateralization patterns and children with ADHD. However, the study only focused on white boys between the ages of 8-12 years. Further studies involving different age groups, cultures and gender are recommended.

Thesis (MA. (Clinical Psychology)) -- University of Limpopo, 2004. / Refer to the document

Thesis (M.A. (Clinical Psychology)) --University of Limpopo, 2003 / Refer to document

Attention-deficit hyperactivity disorder (ADHD), once considered a childhood-limited neuropsychiatric condition, is now recognized as often persisting into adolescence and beyond. Recent studies of ADHD and its symptom domains--hyperactivity and inattention--indicate that symptoms can wax and wane over time and follow discrete trajectories characterized by different symptom levels and shapes. However, little is known about symptom trajectories in high-risk groups, such as boys from low socioeconomic backgrounds. Childhood ADHD is associated with cigarette smoking in adolescence, but whether the risk is specific to hyperactivity or inattention or their respective symptom trajectories is not clear. The aims of my dissertation research were to identify trajectories of hyperactivity and inattention symptom scores in a sample of boys from low socioeconomic backgrounds and to assess the associations of those trajectories with cigarette smoking outcomes in late adolescence and young adulthood. In pursuit of those aims, I first conducted a narrative literature review to assess current evidence regarding the persistence of childhood ADHD, hyperactivity and inattention into adolescence, and the associations of persistent ADHD and its symptom domains with the risks of cigarette smoking and nicotine abuse and dependence in adolescence and early adulthood. Data on boys of low socioeconomic status, where available, were summarized. Evidence suggests that nearly 50% of individuals with childhood ADHD or its symptom domains continue to have symptoms in adulthood. Hyperactivity symptom trajectories are likely to decline over time, whereas inattention symptom trajectories are more stable. The sparse literature on the association between ADHD, hyperactivity, and inattention symptom persistence and high symptom score trajectories and smoking outcomes suggests that high inattention symptom score trajectories are associated with earlier onset and higher risk of nicotine abuse or dependence in early adulthood than lower trajectories. Evidence on hyperactivity symptom score trajectories and similar smoking outcomes is inconclusive. Literature on symptom trajectories in low socioeconomic boys is sorely lacking; no study has evaluated the association of symptom score trajectories with smoking outcomes. Second, in a sample of 1,037 boys from low socioeconomic neighborhoods, I derived trajectories of hyperactivity and inattention symptom scores between childhood and mid-adolescence (ages 6-15 years), using teachers’ and mothers’ ratings, separately. I also evaluated risk factors for high symptom score trajectories. Three trajectories were identified for both hyperactivity and inattention symptom scores. Hyperactivity symptom scores generally declined over time (high declining, moderate declining, and low declining), whereas inattention symptom scores remained stable (high stable, moderate stable, and low stable). Most boys had low symptom scores over time (i.e., low declining for hyperactivity or low stable for inattention), but approximately one-fifth to one-third followed high symptom score trajectories (high declining for hyperactivity or high stable for inattention). Mothers were more likely than teachers to rate boys as having higher symptom scores. Boys’ behavioral symptom scores (hyperactivity, inattention, opposition, and anxiety) at age 6 years and lack of family intactness were risk factors for high hyperactivity and inattention symptom score trajectories. Third, in the same sample of boys from low socioeconomic neighborhoods, I assessed the associations of the hyperactivity and inattention symptom score trajectories with frequency of cigarette smoking at ages 16-17 years (late adolescence) and daily and heavy (≥1 pack/day) smoking at ages 23 and 28 years (young adulthood). I further conducted mediational analyses to assess the potential impact of cigarette smoking frequency and use of alcohol, marijuana, and other drugs in late adolescence on smoking outcomes in young adulthood. High vs. low symptom score trajectories of hyperactivity (i.e., high declining vs. low declining) and inattention (i.e., high stable vs. low stable) were associated with nearly doubled odds of high cigarette smoking frequency (≥40 times in the past year) in late adolescence (hyperactivity: OR=1.97 [95% CI=1.30-2.98]; inattention: OR=1.87 [1.27-2.76]). High (vs. low) symptom score trajectory of inattention, but not hyperactivity, was further associated with elevated risk for daily cigarette smoking (OR=2.67 [1.53-4.64]) and heavy cigarette smoking (OR=1.95 [1.10-3.45]) in young adulthood. Part of the associations (about 11-23%) was mediated by high cigarette smoking frequency in late adolescence. The mediation roles of other substances were not statistically significant. Although the socioeconomically disadvantaged boys whose data I analyzed were similar in number of symptom score trajectories and trends (declining for hyperactivity and stable for inattention) to boys in general populations, they were at elevated risk for high scores for both of the symptom domains over time. Childhood behavioral problems as well as lack of family intactness were associated with high symptom score trajectories of both hyperactivity and inattention. High trajectories of both hyperactivity and inattention scores were associated with high risk of cigarette smoking frequency in late adolescence, but inattention appeared to have a longer-term impact on smoking behaviors. Altogether, my research findings suggest that children with high symptom levels of hyperactivity and/or inattention at an early age, especially those with symptoms that persist over time, might benefit from early interventions to manage and reduce their symptoms and their risk of becoming cigarette smokers.

Children and young people with ADHD often experience social difficulties, which are associated with poor psychological, behavioural, and academic outcomes. As yet, underlying mechanisms of poor social functioning are unknown. The social functioning of fifty-two children (M = 14.13 years) who had been diagnosed with ADHD four years previously and their matched controls were assessed using several measures: the ratings of parents/guardians and teachers, and children's self-reports; a conversation task; the Otago Social Dilemma Test. Analyses were conducted for the whole sample plus a Socially-Impaired subgroup (clinically significant social problems), and a Persistent-ADHD subgroup (continued to meet DSM-IV ADHD criteria). First we compared the social functioning of children in the ADHD group with that of children in the control group by analysing the questionnaire responses of parents/guardians, teachers, and children's self-reports. Children in the ADHD group and Socially-Impaired sub-group were rated as experiencing more social problems and having fewer social skills than control children, across all informants. Children also estimated their own popularity, and despite experiencing social difficulties, no differences in children's popularity ratings were observed between children in the ADHD group and control group. Given that children in the ADHD group showed social difficulties, we investigated whether these deficits were driven by children's conversation skills. Children engaged in a 15-minute conversation with an adult confederate. The frequency of conversation skills were coded and analysed. Across all groups, ADHD children asked more questions, were less likely to offer extended information in response to a question, and were more likely to make at least one unco-operative statement. The number of extended verbal responses accounted for a significant amount of the variance in participants' social skills. Overall, however, the conversations of children with and without ADHD were remarkably similar. It appears, therefore, that it may be language style that influences social difficulties. Next we investigated a second mechanism that might account for social difficulties observed in children with ADHD; social problem solving skills. Children completed the Otago Social Dilemma Test, which involved viewing vignettes of social dilemmas and generating possible solutions to these problems. Children in the ADHD group provided poorer descriptions and showed less understanding of the problems portrayed. Although the ADHD participants were able to generate a similar number of solutions to the social problems as the children in the Control group, they made poorer decisions about what was the 'best solution'. ADHD participants' choice for best solution significantly added to a model of their social problems, even after IQ and severity of inattentive symptoms had been added. Taken together, the present study supports research showing that children with ADHD experience social difficulties, but they may lack insight into the effect of their behaviour on their status among peers. Children's conversation and their problem solving abilities may be factors influencing poor social functioning. Interventions that focus on teaching children to recognise social cues and generate appropriate solutions to social dilemmas may be beneficial.

Syftet med uppsatsen var att undersöka hur det kan vara att leva med ADHD som vuxen inom tre områden; arbete, fritidsaktiviteter och vardagsliv, och på så vis öka förståelsen för dessa individer.  Som underlag för studien gjordes kvalitativa intervjuer med tre vuxna män med ADHD-diagnos. Resultatet från dessa intervjuer analyserades med hjälp av teorier om copingstrategier och KASAM.  Intervjumaterialet visade på en stor spridning av hur funktionsnedsättningen ADHD påverkade livet. Det var främst symptomen uppmärksamhetsstörning och hyperaktivitet som ledde till svårigheter i arbetsliv, fritid och vardagsliv. Svårigheterna yttrade sig dock på väldigt olika sätt. Symptomet hyperaktivitet upplevdes i vissa situationer som en tillgång. Eftersom ADHD påverkade intervjupersonerna olika gavs exempel på ett flertal copingstrategier. Det gavs också olika exempel på hur ADHD påverkade intervjupersonernas upplevelse av begriplighet, hanterbarhet och meningsfullhet. / The purpose of this paper was to examine life with ADHD as an adult in three areas: work, leisure activities and daily life, and thereby increase the understanding of these individuals. The empirical research of the study was interviews with three adult males with ADHD. The result from the interviews was analyzed using theories of coping strategies and SOC. The result revealed a width of how the disability ADHD affected the interviewee’s lives.  It was mainly the symptoms of inattention and hyperactivity that affected work, leisure and everyday life. The difficulties were manifested in very different ways. The symptom hyperactivity could in some situations be seen as a benefit. Since ADHD affected the interviewees in different ways a number of various coping strategies were given as examples of how the interviewees deal with stressful situations in live. Various examples of how ADHD affected the interviewee’s experience of SOC were reviled in the study.

The purpose of this study was to investigate which factors contributed to stress in parents of children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). The influence of the parents' gender on these stress factors as well as the way in which parents conceptualised extreme stress/burnout were also explored. This study focused on parents whose children have been diagnosed with this disorder and attend the grade two classes at this special school. Thirty seven parents completed a survey questionnaire and semi-structured interviews were conducted with 10 of these parents. The researcher was able to determine which specific factors contributed to these parents' stress relating to parenting their ADHD child and also explored parents' conceptions of stress. The data was quantitatively and qualitatively analysed. The semistructured interviews explored the parents' subjective stress experiences with their ADHD children and encouraged possible solutions from parents. Gender differences were also explored. The responses to the interviews were qualitatively analysed. The results of this study have indicated that generally, parents perceive extreme stress/burnout in terms of physical and emotional symptoms. The factors contributing to extreme stress appeared to be associated with social problems of ADHD children, their inappropriate behaviours and school-related problems. Many possible solutions were offered by parents but they also indicated the need for support and understanding from significant others, such as spouses, teachers, family members, doctors and therapists. Parents of ADHD children in this study indicated that one's gender does play an important role regarding how a person copes with stress, with mothers generally experiencing far more stress than fathers. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2005.

The purpose of this study was to investigate the experiences of mainstream foundation phase educators who teach learners diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), as well as to understand the intervention strategies that these educators use when dealing with these learners. The study is qualitative and based on the interpretivist paradigm. It is a case study of seven mainstream educators who were all teaching learners that were diagnosed with ADHD. The study was guided by the following research questions: What are the experiences of mainstream educators who teach learners diagnosed with ADHD? What intervention strategies do educators employ to handle learners with ADHD? What support structures exist in schools to assist educators of learners with ADHD? The study reveals that the educators in these mainstream schools do not feel sufficiently skilled and effective in meeting the learning needs of their learners diagnosed with ADHD. Their large class groups, lack of available support structures, and lack of parental support and professional intervention, contribute largely to this situation. Drugs such as Ritalin may not be a cure, but are sometimes helpful in improving learner behaviour and productivity. This however is not always possible due to the varying array of symptoms that co-exist in ADHD and the effectiveness of medication and intervention is unique to each learner. Psychological assessment assists in highlighting the unique educational needs of these learners. Educators rely on the advice and support given by physicians and psychologists. Drug therapy must be used in conjunction with behaviour therapy as this is beneficial to the learner diagnosed with ADHD and to the class environment. The findings of the study indicate the absence of remedial education in these mainstream schools. There is a need for all mainstream educators to become trained and skilled in understanding and teaching learners with ADHD. Greater awareness, involvement, coaching and support needs to be available for all those involved with ADHD. This implies that the provision of effective intervention and support will empower educators, potentially minimize the early drop out of learners affected with ADHD and facilitate a productive outcome and future for them. A limitation of this study is that this small sample size does not reflect the education setting of all mainstream schools in South Africa. Mainstream schools vary extremely in degrees of resourcefulness and class size. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

This study recorded Event Related Potentials (ERPs) during completion of a Continuous Performance Task (CPT) in order to identify the contribution of response inhibition, working memory, and response monitoring to the pattern of hyperactive and impulsive and inattentive behaviour observed in patients with Attention Deficit Hyperactive Disorder (ADHD). Four ERP components, Nogo N2, Nogo P3, Go P3, and the ERN were examined and compared using a symptomatic and asymptomatic ADHD sample, and a healthy control group. The Nogo N2 had the expected frontal scalp distribution and was affected by changes to inhibitory demands. It was also suggested that this component was not wholly determined by inhibitory processing and may have been influenced by differing presentation rates of the Go stimulus, a template matching process or an in-depth response strategy. Source localisation analysis suggested a right frontal generator for this component. The Nogo P3 had the expected central distribution and had equal amplitude for those participants that were more efficient at inhibiting behaviours compared to those participants that were less efficient inhibitors. Contrary to expectations, the Nogo P3 was not affected by increasing the inhibitory demands of the task and was suggested as being a less reliable indicator of response inhibition in the present study. The Go P3 had the expected centro-parietal distribution, and appeared to provide a reliable index of working memory. Response inhibition and working memory were not impaired in the sample of symptomatic and asymptomatic ADHD adults used in this study. The symptomatic group elicited a slightly enhanced ERN compared to the asymptomatic and control groups, indicating that deficits in response monitoring may contribute to the pattern of problematic behaviour observed in people with ADHD.

Thesis (M.I.T.)--The Evergreen State College, 2010. / Title from title screen (viewed 7/7/2010). Includes bibliographical references (leaves [116]-120).