Attention Deficit Hyperactivity Disorder (ADHD) has become the disorder of the nineties. The name has been bandied about by experts, teachers, parents, lay people and specifically the media, however, when a child or children are diagnosed with this disorder, parents, and in particular for this study, mothers, are left feeling confused, frightened and uncertain. The method of treatment is the specific study of this research. Ritalin is the most popular form of treatment utilised for the alleviation of symptoms, yet mothers are afraid they are drugging their children or taking the easy way out. Constant media hype and ignorance exacerbate the mother’s experiences and they are left in a quandary of which course to follow. The purpose of this research was to investigate if mothers share similar experiences when administering Ritalin for the treatment of symptoms of ADHD. Literature indicates enormous controversy surrounding this disorder and in particular the treatment methods recommended to alleviate symptoms. There are two strongly opposed camps regarding the negativity or positivity toward utilising this schedule 7 drug. Media publicity intensifies the individual’s uncertainty of administering this drug and suggests bad parenting as the reason mothers resort to Ritalin. The goal of this study is to highlight the mother’s experiences and to become aware of their feelings and isolation when being advised that their child or children have ADHD. The lack of awareness and the uncertainty of which course to follow seems to have profound affects and cause mothers to have negative experiences. The purpose of this research is to see if mothers share similar experiences regarding the administering of Ritalin as a treatment method for ADHD. The researcher is hopeful that the outcome of this small study will assist experts, counselors and lay people to empathize and recognize the mother’s plight in this regard, and consequently for them not to feel as troubled and unaided without this knowledge. Finally, she expects that the research may help mothers to be aware that they are not alone with their predicament and sense of apprehension and uncertainty regarding the administering of a drug like Ritalin to assist in alleviating the symptoms presented. / Dissertation (MA (Counselling Psychology))--University of Pretoria, 2006. / Psychology / unrestricted

The purpose of this research was to determine if a multi-component consultation intervention was effective in improving pragmatic performance in students with ADHD. Participants for this study consisted of 7 children for whom 3 data points were obtained by a parent or 2 data points by a teacher. Changes in pragmatic performance were measured by comparing reports provided by parents or teachers pre- and post- intervention. Descriptive analysis procedures were completed to summarize changes in pragmatic behavior. Results revealed the mean overall change in pragmatic behavior for children in the MCC condition (Χ=1.133) was greater than the change seen in the CAU condition (.334) after 2 months of intervention as per parent reported data. Data indicated improvement in each behavior but incongruence between teachers and parents was found. Results support the hypothesis that the multi-component consultation intervention is effective in improving the pragmatic language performance of children with ADHD.

Attention Deficit/Hyperactivity Disorder (AD/HD) is not a new phenomenon. Researchers have studied children with restless, inattentive and impulsive types of behaviours for over one hundred years. Although the primary distress of AD/HD falls mainly on the child’s shoulders, all family members experience the disorder’s negative effects. While the challenges that families have to face are many, families seem to have the ability to “bounce back” (i.e., they have resilience). There has been limited research to date focusing on the resiliency of families living with children diagnosed with AD/HD. Research on the construct of resilience, and more specifically, family resilience has surged in recent times. However, South African research on family resilience is limited. This study aimed to explore and describe the factors that facilitate adjustment and adaptation in families after a child has been clinically diagnosed with AD/HD. The Resiliency Model of Family Stress, Adjustment and Adaptation, developed by McCubbin and McCubbin (2001) served as a framework to conceptualize the families’ adjustment and adaptation processes. Non-probability purposive sampling was used in order to gain participants for the study. Twenty-two families participated in this study, providing a total of 44 participants. Participants consisted of the caregivers of a family living with a child diagnosed with AD/HD, between the ages of seven and 12. The study was triangular in nature, with an exploratory, descriptive approach. A biographical questionnaire with an open-ended question was used in conjunction with seven other questionnaires to gather data. Descriptive statistics were used to describe the biographical information. Quantitative data were analyzed by means of correlation and regression analysis, and content analysis was used to analyze the qualitative data obtained from the biographical questionnaire. The results of the quantitative analysis indicated six significant positive correlations with the FACI8. These variables were relative and friend support, social support, problem solving and behavioural strategies, family hardiness, family problem-solving communication and family time and routines. The results of the qualitative analysis revealed that social support, adherence to a treatment regime, information and knowledge about AD/HD, a supportive family unit, the caregiver’s acceptance of the disorder as well as communication were the most important strength factors identified. The findings of the research could assist parents in managing their children diagnosed with AD/HD more effectively and has helped create further insight into what resiliency areas they could improve upon. Furthermore, this study could be used as a stepping stone for future research on resilience in families living with a pervasive psychological disorder and will contribute to the broader context of family resilience research in the South African context.

This thesis was designed to investigate differences in aggression between girls with and without attention-deficit/hyperactivity disorder (ADHD). Forty girls with ADHD and 43 girls without ADHD aged 9- to 12- years and their mothers and teachers participated. A multiassessment methodology was used to investigate these differences, employing mothers' reports, teachers' reports, and a laboratory aggression analogue task (a computer game involving simulated girls in other rooms). The results indicated that mothers and teachers saw girls with ADHD as having much higher levels of all types of aggression assessed, including overt, relational, proactive, and reactive aggression, than girls in the control group. On the lab task, girls with ADHD used a strategy that involved more threatening and bragging comments, and social exclusions of their co-players. Expected differences on some of the lab task measures did not emerge. Also, according to mothers, teachers, and the results from the lab task, girls with ADHD were significantly less prosocial than girls in the control group. Where significant group differences had been found, follow-up tests generally indicated that girls with ADHD and comorbid oppositional-defiant disorder (ODD) were more aggressive than girls in the control group, with girls with ADHD but not ODD falling in between. In sum, these results indicate substantial cause for concern for the concurrent and future psychosocial well-being of girls with ADHD. / Arts, Faculty of / Psychology, Department of / Graduate

M.Ed. / This study investigates parents' conception of their children who have been diagnosed with Attention-Deficit/Hyperactivity Disorder (AD/HD). The view being to describe and explain their conception and to lay down principles for the implementation of parental guidance. The rationale for this study is derived from the researcher's experiences that parents' emotions, experiences and points of view are seldom taken into account in the multidisciplinary intervention process regarding children with AD/HD. Parents are the primary educators of their children, therefore it is important to involve the parents in the intervention process. For the involvement to be of optimal value, therapists need to have an understanding of the conceptions of these parents regarding children with AD/HD. Therapists who know where the parents are, and what their emotions and experiences are, find themselves in a better position to provide relevant parental guidance in an empathetic manner. This study presents a framework of theory in which AD/HD is clearly explicated. The experiences and needs of parents of children with AD/HD and the role of parental guidance is discussed. The focus then shifts to therapy and parental guidance from a constructivistic perspective. In the constructivistic view the therapist is the facilitator of change and this has implications for the goal of therapy and the therapeutic relationship. Parental guidance from a constructivistic perspective is recommended as an alternative way of involving parents (with their emotions, experiences and conceptions) in the process of helping children with AD/HD. The framework of theory is followed by a chapter on the design of the research, substantiating the choice of format and methods of data collection and analysis. The data is reported in the final chapter. Examples of raw data from transcriptions and sketches are presented. Finally, the consolidated data is interpreted. The most significant findings of this study are that parents of children with AD/HD experience their educational task as problematic, that these parents don't receive any form of (structured) parental guidance and/or support and that they experience a great need for the latter. iv This study proposes that a parental guidance program should be implemented in order to meet the needs of the parents of children with AD/HD and to provide them with the necessary support. Five implications for the implementation of such a program are discussed. The study concludes with the thought that children with AD/HD who live in a happy and supportive family unit, have a far better chance to reach their full potential and to be successful in life than those who don't. It is therefore important to assist parents in the provision of such an environment.

M.Ed. / Attention -Deficit/ Hyperactivity disorder (AD /HD) is a diagnostic label which is used by more and more professional people to identify children with behavioral and scholastic problems. Although the AD/HD label may be very useful for communication between professional people, it could lead to generalisations and stereotyping as certain qualities are granted to a person on account of the label that is attached to him without taking him as an individual into account. The labelling of people may even result in changed perceptions and behaviour towards the person who is labelled. This study investigates the mother's perceptions of her AD/HD-labelled child in order to ascertain the effect of this label on the way she perceives, disciplines and handles her child. The study commenced with a theoretical framework in which AD/HD as a diagnostic label is discussed. The origin and development of the label, as well as the uses and abuse thereof, is discussed. Altemative views on AD/HD are also outlined. The theoretical framework is followed by a chapter conceming the design of the research, substantiating the choice of format, methods of data collection and analysis. A qualitative design was chosen on account of its explorative, descriptive and contextual nature. Data was collected by means of in depth interviews. The data was analysed by using a phenomenological approach. Literature was used to compare and complement the data. The data is reported in the following chapter. Examples of raw data from transcriptions are presented. Finally, the consolidated data is interpreted. The results of this study showed that although mothers' perceptions and expectations of their AD /HD-child vary considerably, they correlate with the amount of information which is communicated during the diagnosis. Mothers who are treated with empathy and understanding and who receive more information on the meaning of the diagnosis, tend to perceive their child and his abilities in a more positive way .. The labelling of the child as AD/HD results in an improved relationship between mother and child. Mothers also tend to be more protective of and involved with their child to such an extent that it may negatively affect other relationships in the family. Labelling also influences the mother's perception of herself, because neither she nor the child can be blamed for his unruly behaviour and/ or academic failure. The study concludes with the thought that professional people doing the labelling should work through the content and meaning of the label with the parents in order to help parents form a realistic perception of their AD/HD child.

Magister Educationis - MEd / Inclusive education is practised globally as well as in South Africa and is researched widely. South Africa’s policy document, Education White Paper 6: Special Needs Education: Building an Inclusive Education and Training system was implemented in 2001. This policy is grounded in human rights and strives to promote the rights of children who have disabilities by including them in mainstream schools. The attitudes that teachers have toward the inclusion of learners with disabilities influence the success of the implementation of this policy as teachers are at the forefront of implementing it

Attention deficit hyperactivity disorder (ADHD) är en varaktig neuropsykiatrisk funktionsnedsättning med symtom som hyperaktivitet, impulsivitet och uppmärksamhetsstörning, eller en kombination av dessa. Bland barn och ungdomar är det en av de vanligaste neuropsykiatriska funktionsnedsättningarna och kan leda till svårigheter med självkontroll, tålamod och sociala interaktioner. Syftet med studien var att undersöka vilka interventioner med inriktning mot sociala interaktioner som prövats och dess effekter för barn med ADHD. En litteraturstudie genomfördes med kvantitativa artiklar från databaserna AMED, ERIC, CINAHL, MEDLINE, PsycINFO och PubMed. Nio artiklar, publicerade mellan 2014–2019 valdes ut för analys och presenterades under tre kategorier. Resultatet visade att interventioner inriktade på barns lek, utförda av barnet tillsammans med föräldrar och terapeuter tyder på goda resultat på med sociala interaktioner. Resultatet visade vidare på att fysisk aktivitet kan ha viss positiv effekt men vidare forskning inom området behövs. Leken är en naturlig aktivitet i barns vardag och för att främja social interaktionsförmåga hos barn med ADHD, kan arbetsterapeuten integrera leken som en betydande del i behandlingen. Interventioner mot sociala interaktionssvårigheter bör vara klientcentrerade och ta hänsyn till barnets styrkor och svårigheter, kontexten de befinner sig i och aktiviteten de ska utföra.

This dissertation aimed to investigate the utility of the ex-Gaussian approach to estimating intraindividual variability (IIV) of response times (RT) in diagnosing attention deficit/hyperactivity disorder (ADHD) in children ages 6 to 13 years old. Higher IIV is consistently noted in children with ADHD, but also with other disorders commonly associated with impairments in attention. Firstly, the relationship between IIV and attention abilities was investigated both in relation to parent ratings and participants’ objective performance. Secondly, IIVs utility as an objective measure for supplementing behavioural ratings in the diagnosis of ADHD, a diagnosis which is currently primarily assigned based on informant interviews and ratings of attention, was assessed. Participants included 46 children with ADHD and 58 children without ADHD. Children completed computerized tasks to estimate IIV and assess inattention and hyperactivity/impulsivity. Parents completed questionnaires aimed at assessing attention and hyperactive/impulsive behaviours of participants. Analyses revealed that IIV was predictive of parent ratings of inattention and hyperactivity/impulsivity as well as the number of omission errors made by participants. Regarding diagnostic utility, IIV significantly predicted group membership (ADHD vs Control). However, IIV did not improve diagnostic accuracy when parent ratings were used, such that parent ratings were superior at determining diagnosis. Overall, current results support the use of IIV, based on the ex-Gaussian approach, as an objective measure of attention problems such that it appears to be superior to omission errors on sustained attention CPT-type tasks. Additionally, while parent ratings of attention impairment remain the best predictor of ADHD diagnostic status, IIV may be helpful in determining when further assessment is required in the absence of those ratings. / Graduate / 2021-06-17

The purpose of the study was to explore how mothers experience the support provided by the educational psychologist for their children with ADHD. The conceptual framework utilised for this study incorporated systems theory, collaborations and inclusive education in South Africa. In this study, I followed an interpretivist paradigm using a phenomenological approach. A qualitative case study design was selected, with five purposefully and conveniently selected mothers whose children had been previously diagnosed with ADHD by an educational psychologist. The participants took part in either a focus group or a one-onone interview. Two main themes emerged following the thematic content analysis of the interviews, namely: How mothers experience their children with ADHD and How mothers experience support of their children with ADHD. The findings of this study suggest that mothers of children with ADHD expect a deeper level of support from an educational psychologist. The findings also indicate that mothers experience parenting children with ADHD stressful and that they need reassurance and emotional support from the educational psychologist. The results show the need for a more inclusive school environment and it highlights the importance of the role of the educational psychologist sharing knowledge and working collaboratively with educators, the Institutional Level and District Based Support Teams and the various health care practitioners to provide support to the child and family. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Educational Psychology / unrestricted