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An exploratory investigation of key clinical and neuropsychological characteristics in children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD) and/or Obsessive Compulsive Disorder (OCD)Kolta, Marian. January 2009 (has links)
Thesis (PhD) - Faculty of Life and Social Sciences, Swinburne University of Technology, 2009. / Submitted in fulfillment of the requirements for the degree of Doctor of Philosophy, Faculty of Life and Social Sciences, Swinburne University of Technology - 2009. Typescript. Includes bibliographical references (p. 264-308)
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Teaching self-management to children with ADHD [electronic resource] : improving academic success /Bloomfield, Vicky. January 2010 (has links) (PDF)
Thesis (M.I.T.)--The Evergreen State College, 2010. / Title from title screen (viewed 7/7/2010). Includes bibliographical references (leaves [116]-120).
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Effects of goal orientation and negative feedback on the cooperative behavior of boys with ADHDDay, Jennifer L. Landau, Steven E. January 2000 (has links)
Thesis (Ph. D.)--Illinois State University, 2000. / Title from title page screen, viewed July 31, 2006. Dissertation Committee: Steven Landau (chair), Jeffrey Kahn, Becky Ladd, Vicky Morgan, David Barone. Includes bibliographical references (leaves 87-93) and abstract. Also available in print.
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Relationship between a diagnostic category for children with ADHD and each of ethnicity and socioeconomic statusSanchez, Gilberto. Lian, Ming-Gon John. January 1996 (has links)
Thesis (Ed. D.)--Illinois State University, 1996. / Title from title page screen, viewed May 25, 2006. Dissertation Committee: Ming-Gon John Lian (chair), Jeff Bakken, Thomas E. Caldwell, Kenneth H. Strand, Mark E. Swerdlik. Includes bibliographical references (leaves 94-106) and abstract. Also available in print.
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Understanding the experiences of adolescent girls with ADHD : a case studyJacobs, Lianie 12 1900 (has links)
Thesis (MEdPsych)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Attention-deficit/hyperactivity disorder (ADHD) is one of the most common disorders diagnosed amongst children. Research regarding the experiences of adolescent girls with ADHD is sparse. The symptoms of the disorder seem to manifest differently in girls than in boys. Girls show symptoms of hyper-talkativeness, emotional reactivity, forgetfulness, disorganisation, low self-esteem and anxiety. Failing to identify these symptoms among girls results in many of them going through their primary and secondary school careers not ever being diagnosed. They are often misunderstood and consequently rarely receive the necessary support. Adolescents diagnosed with ADHD find it difficult to manage the pressures of academics and interpersonal relationships. Due to the small number of female participants in previous studies regarding this topic, there is little known about the effects of ADHD on adolescent girls. Gaining a better understanding of the effects on girls with ADHD can lead to improved identification of girls with this disorder and more effective interventions and support can be sought.
The aim of this interpretive study was to explore how the symptoms of ADHD affect the academic performance, as well as peer and family relationships of adolescent girls in order to develop more informed intervention strategies and to train teachers to accommodate their learning needs. Seven adolescent girls with ADHD were purposefully selected to participate in four individual interviews and one focus group interview. The participants designed reality boxes to signify their own understanding and experience of ADHD and the perceived effect on their academic performance, peer relationships and family relationships. The transcribed data were coded and categorised according to six broad themes that framed the study, i.e. explaining the ADHD symptoms, ADHD in school, ADHD in relationships, coping strategies for ADHD, influence of medication on experience of ADHD and people without ADHD. This thesis presents how the participants made meaning of ADHD and constructed their identities, how they coped as well as how they could be supported in schools. Although symptoms like talkativeness, impulsivity and lack of time-management impact their learning and relationships, they feel accommodated and accepted by friends and family. However, teachers often misunderstand their behavior and therefore don’t accommodate their learning needs. Their recommendations for support will be discussed. / AFRIKAANSE OPSOMMING: Aandag-tekort/hiperaktiwiteit versteuring (ATHV) is een van die mees algemene versteurings wat gediagnoseer word onder kinders. Navorsing met betrekking tot die ervarings van adolessente dogters met ATHV is skaars. Dit blyk asof die simptome van hierdie versteuring verskillend manifesteer in dogters as in seuns. Dogters toon simptome soos oormatige spraaksaamheid, emosionele reaktiwiteit, vergeetagtigheid, wanorde, lae selfkonsep en angstigheid. Deurdat hierdie simptome onder dogters nie altyd diagnoseer word nie, lei dit daartoe dat baie van hierdie dogters regdeur hul laer- en hoërskoolloopbane gaan sonder om ooit gediagnoseer te word. Hulle word dikwels misverstaan wat voorkom dat hulle die nodige ondersteuning ontvang. Adolossente wat met ATHV gediagnoseer word vind dit moeilik om die druk van akademie en interpersoonlike verhoudinge te hanteer. Daar bestaan min kennis omtrent die effek van ATHV op adolossente dogters weens die klein getal vroulike deelnemers aan vorige studies wat op hierdie onderwerp gefokus het. Deur ‘n beter begrip te verkry omtrent die effek van ATHV op adolossente dogters, kan dit lei tot ‘n beter identifisering van dogters met hierdie versteuring wat kan lei tot beter effektiewe intervensie en ondersteuning.
Die doel van hierdie interpretatiewe studie was om die effek van die simptome van ATHV op akademiese prestasie, asook die portuurgroep en familie verhoudinge van adolossente dogters te verken. So kan intervensiestrategieë beter ingelig word en kan onderwysers opgelei word om hierdie kinders, met hul leerbehoeftes, te akkommodeer. Sewe adolessente dogters met ATHV is doelbewus geselekteer om deel te neem aan vier individuele onderhoude en een fokusgroep onderhoud. Die deelnemers het realiteitsbokse ontwerp wat hul eie begrip en ondervinge van ATHV verteenwoordig. Die bokse het ook aangedui hoe hierdie dogters die effek van ATHV op hul akademiese prestasie, portuurgroep en familie verhoudinge ervaar. Die data is transkribeer, kodeer en gekategoriseer volgens ses breë onderwerpe, nl. verduideliking van ATHV simptome, ATHV op skool, ATHV in verhoudinge, strategieë om ATHV te hanteer, invloed van medikasie op die ervaring van ATHV en mense sonder ATHV. Hierdie navorsingstudie beskryf hoe die deelnemers betekenis gee aan ATHV en hoe hulle hul eie identiteite konstrueer, hoe hulle dit hanteer sowel as hoe hulle ondersteun kan word in die skool. Hulle is van mening dat hulle wel geakkommodeer en aanvaar word deur vriende en familie, ten spyte van die simptome soos oormatige spraaksaamheid, impulsiwiteit en ‘n tekort aan tydsbeplanning. Hulle voel wel dat onderwysers dikwels hul gedrag misverstaan en dus nie hul leerbehoeftes ondersteun nie. Hul aanbevelings ten opsigte van ondersteuning word ook bespreek.
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Lärares uppfattningar av arbetet med elever med neuropsykiatriska funktionsnedsättningar i fritidshemmet / Teachers' perceptions of working with students with neuropsychiatric disabilities in the after school educareSöderberg, Henrik, Blomgren, Jesper January 2018 (has links)
Syftet med studien är att undersöka hur lärare i fritidshem beskriver sina uppfattningar av att arbeta med elever med neuropsykiatriska funktionsnedsättningar (NPF). Utifrån syftet har två forskningsfrågor författats; Vilka faktorer uppfattar lärare i fritidshem avgörande i arbetet med neuropsykiatriska funktionsnedsättningar? Vilka möjligheter respektive svårigheter uppfattar lärare i fritidshem att det finns med att undervisa elever med NPF? Studien är kvalitativ och har använt fokusgruppsintervjuer som metod för att samla in de kvalitativa data som har utgjort resultatet. Vidare har kvalitativa data analyserats genom att de har ljudinspelats och transkriberats. Dataanalysen har ägt rum genom den tematiska analysmodellen Framework där data har sammanställts med hjälp av teman som elever med NPF, inkludering, extra anpassningar, planering, miljö, möjligheter och svårigheter. Dessa teman utgör sedan utgångspunkten i presentationen av resultatet. I resultatet framgår det att de faktorer som är avgörande i arbetet med elever med NPF är hur en lärare planerar, genomför och anpassar sin undervisning samt hur miljön är utformad för att elever ska kunna erbjudas rätt förutsättningar till stimulering, utveckling och lärande samt att de ska få en känsla utav tillhörighet och gemenskap. Vidare beskrivs många svårigheter och möjligheter i arbetet med elever med NPF. De svårigheter som framgår är utifrån de centrala områden som nämns ovan. Något som betonas är att det råder en stor resursbrist i fritidshemsverksamheten. Mer resurser skulle vara en stor bidragande faktor för att skapa ytterligare möjligheter i arbetet med planering, genomförande etc. Avslutningsvis framhävs det att det finns ett stort behov av fortbildning där lärare ges möjlighet att införskaffa samt fördjupa sin kompetens i arbetet med elever med NPF.
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Arbetsterapeuters erfarenheter av kognitiva hjälpmedel som intervention för ungdomar med ADHD / Occupational therapists experiences of cognitive assistive technology as intervention for adolescents with ADHDIsaksson, Elin, Nilsson, Sofie January 2018 (has links)
Ungdomar med ADHD kämpar inte bara med tonårsproblem utan har också kognitiva nedsättningar som kan påverka utförandet av vardagliga aktiviteter. Syftet med denna studie var att beskriva svenska arbetsterapeuters erfarenheter av kognitiva hjälpmedel som intervention för ungdomar med ADHD i åldern 13–18 år. Den metod som användes var av kvalitativ design där semistrukturerade intervjuer genomfördes med tio arbetsterapeuter verksamma i norra Sverige. Kvalitativ innehållsanalys användes för att analysera, koda och kategorisera insamlad data. I resultatet av analysen framkom vikten av ungdomens motivation och engagemang samt att stöd och samarbete med nätverket runt om var centralt för att interventioner med kognitiva hjälpmedel skulle lyckas. Arbetsterapeuten behövde skapa sig en bild av ungdomens situation och utveckla ett gott samarbetsklimat för att sedan genom små förändringar nå en fungerande vardag. Genom att använda kognitiva hjälpmedel i samband med strategier och rutiner kunde ungdomen få en ökad självständighet och delaktighet i dagliga aktiviteter. Slutsatser som kunde dras utifrån resultatet var att arbetsterapeuters arbete med ungdomar med ADHD är komplext och påverkas av flera olika komponenter. Enbart kognitiva hjälpmedel löser inte de utmaningar ungdomarna har i vardagen utan det behövs även inlärning av nya strategier och rutiner. / Adolescents with ADHD do not only struggle with teenage problems but they also have cognitive impairments which can affect the performance of daily activities. The aim of this study was to describe occupational therapists experiences of cognitive assistive technology as intervention for adolescents with ADHD between ages 13-18 years. As method a qualitative study with semi- structured interviews were conducted with ten occupational therapists working in northern Sweden. A qualitative content analysis was used to analyze, code and categorize collected data. The result of the analysis showed that the motivation and engagement of the adolescents, together with the support and teamwork within the surrounding network, were important and central aspects for interventions with cognitive assistive technology to be successful. The occupational therapist needed to create a picture of the adolescents situation and develop a cooperation to be able to with small changes reach a functioning everyday life. Through the use of cognitive assistive technology together with strategies and routines the adolescent was able to reach an increased independence and participation in daily activities. Conclusions that could be made from the result showed that occupational therapy work with adolescents with ADHD is complex and affected by multiple components. Cognitive assistive technology alone does not solve the everyday-challenges these adolescents meet as there is also need for learning of new strategies and routines.
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Existe associação entre o funcionamento familiar e o transtorno de déficit de atenção/hiperatividade: tipo predominantemente desatento? : um estudo de caso-controlePheula, Gabriel Ferreira January 2010 (has links)
Objetivo: Este estudo investigou se fatores ambientais familiares estão associados com o transtorno de déficit de atenção/hiperatividade, tipo predominantemente desatento (TDAH-D). Método: Estudo de caso-controle. A amostra foi composta de 100 crianças e adolescentes com TDAH-D e 100 controles sem o diagnóstico de transtorno de déficit de atenção/hiperatividade (TDAH). A amostra foi composta de pacientes da comunidade, e todos foram avaliados de maneira sistemática, incluindo o diagnóstico feito por entrevista semi-estruturada, e revisão por psiquiatra de infância e adolescência. Os fatores familiares avaliados foram: índice de adversidade psicossocial de Rutter (discórdia marital, baixa classe social, tamanho familiar grande, criminalidade paterna, transtorno psiquiátrico materno), Family Environment Scale – FES (escores de coesão, expressividade e conflito) e Family Relationship Index – FRI (baseado nos escores acima). Resultados: Após o ajuste dos fatores confundidores (fobia social e presença de TDAH materno), a razão de chances (RC) para TDAH-D aumentou com o aumento progressivo da presença dos indicadores de adversidades de Rutter. A RC para TDAH-D foi 3,9 vezes maior em pacientes tendo 1 indicador de Rutter, quando comparado a pacientes que não tinham nenhum indicador (p=0,035; intervalo de confiança [IC] = 1.1-14). A chance de ter TDAH-D foi 7,9 vezes (p=0,002; IC=2.1- 28.9) e 8,9 vezes (p=0,006; IC=1,9-43) maior em crianças e adolescentes que tinham 2 e 3 indicadores, respectivamente. Famílias de crianças com menores escores de coesão apresentaram maior RC para TDAH-D (RC 1,24; 95% IC 1,05- 1,45). Valores menores do FRI, um índice geral do relacionamento familiar, também estiveram relacionados com uma chance maior de TDAH-D (RC 1,11; 95% IC 1,03- 1,21). Conclusões: Nós concluímos que adversidade familiar (em geral), e baixa coesão familiar, além de um baixo índice de relacionamento familiar (em particular), são associados com um aumento do risco para TDAH-D. / Objective: This study investigated whether family-environment risk factors are associated with attention-deficit/hyperactivity disorder, inattentive type (ADHD-I). Method: In a case-control study, we assessed a nonreferred sample of 100 children and adolescents with ADHD-I and 100 non-ADHD controls (6-18 years old). They were systematically evaluated through structured diagnostic interviews. The following family adversity measures were used: Rutter’s family adversity index (marital discord, low social class, large family size, paternal criminality, maternal mental disorder), Family Environment Scale - FES (subscores of cohesion, expressiveness and conflict) and Family Relationship Index - FRI (based on the subscores above). Results: After adjusting for confounding factors (social phobia and maternal history of ADHD), the odds ratio (OD) for ADHD-I increased as the number of Rutter’s indicators increased. More specifically, the odds of having ADHD-I were 3.9 times greater in patients having one indicator compared with patients having none of Rutter’s indicators (p = .035; confidence interval [CI] = 1.1 – 14). The odds of having ADHD-I were 7.9 (p = .002; CI = 2.1 – 28.9) and 8.9 (p = .006; CI = 1.9 – 43) times greater in children and adolescents with 2 and 3 indicators, respectively. Families of children with lower FES cohesion subscores presented higher OR for ADHD-I (OR 1.24; 95% confidence interval 1.05-1.45). Lower levels of FRI, a general index of family relationship, also were related to higher risk of ADHD-I (OR 1.11; 95% confidence interval 1.03-1.21). Conclusions: We conclude that family adversity (in general), and low family cohesion and low family relationship index (in particular), are associated with an increase in the risk for ADHD-I.
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Remediation of sustained attention following traumatic brain injury: vigilance task training and the generalization of its effectsVan Doren, Jon Jay 03 July 2018 (has links)
Studies of sustained-attention retraining following brain injury are reviewed, and found to have produced inconclusive results. The reason for this, it is suggested, is that a standard operational analysis of attention has not been applied, as evidenced by considerable inconsistency in the dependent measures and treatment methods used from study to study. The present study addresses this concern by applying well established principles of operant conditioning to the analysis and remediation of attention deficits. After briefly reviewing the variety of task parameters in the attention literature, noting ambiguities inherent in the various conceptualizations of attention, it is decided to train vigilance task performance, a relatively unambiguous and uncontroversial operational definition of sustained attention. Both the principle of immediacy, of reinforcement (feedback of correct and incorrect on each trial) and shaping (gradual increase of speed demands contingent on increased performance accuracy) are employed. The issue of generalization is deemed central to concerns of treatment efficacy, and is explored by administration of alternate versions of the same basic vigilance task. Results show that training with immediate reinforcement and speed-shaping produced better acquisition of the trained task than delayed feedback and invariant speed of stimulus presentation. Furthermore, gains resulting from training were essentially limited to the task on which training was conducted, with little evidence for generalization to like tasks employing different stimuli. These results are discussed in terms of the applicability of the construct of sustained attention to head injury rehabilitation. / Graduate
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Estresse, estilo parental e percepção de suporte familiar no Transtorno do Déficit de Atenção e Hiperatividade /Rezende, Fernanda Pádua. January 2017 (has links)
Orientador: Sandra Leal Calais / Banca: Simone Aparecida Capellini / Banca: Ana Claudia Moreira Almeida Verdu / Resumo: O Transtorno de Déficit de Atenção e Hiperatividade (TDAH) é descrito essencialmente como um padrão persistente de desatenção e/ou hiperatividade-impulsividade que gera interferências no desenvolvimento infantil. Crianças com o diagnóstico apresentam sintomas em pelo menos dois contextos distintos, como na escola e no ambiente familiar, exigindo habilidades dos pais. Os pais podem apresentar condição de estresse em função das dificuldades encontradas na educação dos filhos com TDAH, assim como problemas na maneira de gerenciar a disciplina, regras, limites e afetos para a criança, comprometendo o estilo parental. O suporte familiar é um recurso que pode atenuar sintomas de estresse e beneficiar na educação das crianças, mas pais de crianças com TDAH podem perceber/receber menos este apoio. Os objetivos do estudo foram caracterizar o estresse, estilo parental e percepção de suporte familiar em pais de crianças com TDAH e estabelecer relações entre estas variáveis. O projeto foi executado em uma clínica de universidade pública do estado de São Paulo com pai e mãe de crianças nas idades de seis a treze anos, perfazendo 42 participantes. Para isso, foram utilizados os seguintes instrumentos: Inventário de Sintomas de Stress para Adultos (ISSL), o Inventário de Estilos Parentais (IEP) e o Inventário de Percepção de Suporte Familiar (IPSF). Os resultados indicam que as mães apresentam mais estresse do que os pais; das mães com estresse há associação com a utilização de práticas par... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The Attention Deficit Hyperactivity Disorder (ADHD) is characterized by a persistent pattern of inattention and / or hyperactivity-impulsivity that generates interferences in the development of children. Children with the diagnosis have symptoms in at least two distinct settings, such as at school and in the family environment, requiring parental skills. Parents may present a stress condition due to difficulties encountered in the education of children with ADHD, as well as problems in the management of discipline, rules, limits and affections for the child, compromising the parental style. Family support is a resource that can attenuate stress symptoms and benefit in the education of children, but parents of children with ADHD may perceive / receive less of this support. The objectives of the study were to characterize stress, parental style and perception of family support in parents of children with ADHD and to establish relationships between these variables. The project ocurred in a public university clinic in the state of São Paulo with the father and mother of children aged six to thirteen, making up 42 participants. For this, the following instruments were used: Inventário de Sintomas de Stress para Adultos (ISSL), o Inventário de Estilos Parentais (IEP) e o Inventário de Percepção de Suporte Familiar (IPSF). The results suggest, mothers present more stress than the fathers; mothers with stress are associated with the use of negative parental practices and present the perception of lower family support than mothers without stress, especially in the autonomy and adaptation factors. Fathers presented more negative parenting practices and perceived lower family support regardless of symptoms for stress. And the higher the child's age the worse the parental style across the group of participants. It is hoped that the data found may contribute... (Complete abstract electronic access below) / Mestre
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