Syftet med denna studie är att utveckla kunskapen om sambandet mellan ADHD-symptom och utsatthet för brott genom att undersöka sambandet mellan särskilda symptom relaterade till ADHD, rutinaktiviteter och utsatthet för brott. Det finns inte mycket forskning om hur ADHD-symptom kan påverka utsattheten och därav ämnar studien att minska kunskapsluckan. Studien är en kvantitativ studie där 203 respondenter, män och kvinnor, mellan åldrarna 16-100 år besvarar en enkät med olika frågor om ADHD-symptom, rutinaktiviteter och utsatthet för brott. Först gjordes deskriptiv univariat analys av de beroende respektive oberoende variablerna. Vidare gjordes bivariata analyser av ADHD-symtom och utsatthet för brott i kombination med rutinaktiviteter. Slutligen gjordes den binära logistiska regressionsanalysen som undersökte ifall ADHD-symtom kan predicera utsatthet som utfall, vilken jämförs med modeller för rutinaktiviteter. Resultatet påvisar statistiskt signifikanta samband mellan ADHD-symtom och utsatthet för brott, respektive upprepad utsatthet för brott. I den binära logistiska regressionsanalysen framkommer det att både ADHD-symtom och rutinaktiviteter enskilt kan predicera utsatthet för brott, respektive upprepad utsatthet för brott som utfall, men förmågan att predicera utsatthet ökar när symtom och rutinaktiviteter kombineras. Den primära slutsatsen av denna studie är således att kombinationen av ADHD-symtom och rutinaktiviteter är den bästa prediktorn för utsatthet för brott, respektive upprepad utsatthet för brott som utfall. / The aim of this study is to evolve the knowledge of the relationship between symptoms of Attention Deficit Hyperactivity Disorder (ADHD) and crime victimization, by examining correlations between particular symptoms related to ADHD, routine activities and crime victimization. There isn't much research on how ADHD-symptoms can affect victimization and therefore this study aims to reduce the knowledge gap. The study is performed as a quantitative survey, where 203 respondents, male and female, between the ages 16-100 years answer questions about different symptoms related to ADHD, routine activities and crime victimization. The analysis began with a descriptive univariate analysis of the dependent and independent variables, followed by a bivariate analysis of ADHD-symptoms combination with routine activity. Finally the binary logistic regressionanalysis was used to create models of prediction to test if symptoms of ADHD can predict crime victimization and repeated crime victimization in comparison with routine activity. The results show statistically significant associations between symptoms related to ADHD, crime victimization and repeated crime victimization. In the binary logistic regression analysis it appears that both symptoms of ADHD and routine activities individually can predict crime victimization and repeated crime victimization. However, the combination of these increase the ability to predict crime victimization and repeated crime victimization The primary conclusion of this study is thus that the combination of ADHD symptoms and routine activities is the best predictor of crime victimization and repeated crime victimization.

The purpose of this exploratory and descriptive study was to determine the association (if any) between the self-concept awareness and emotion- focused coping of children with ADHD. Theories informing this study were Barkley’s conceptualisation of ADHD, Bandura’s social cognitive theory as a means of understanding self-concept awareness and Gonzales and Seller’s theory of emotion- focused coping. The study was conducted by means of an intervention research design. I purposively selected two children with ADHD and their respective parents, educators and therapists to participate in the study. Ebersöhn’s intrapersonal regulation intervention was implemented with the child participants at different intervals. Both child participant’s self-concept awareness and emotion- focused coping strategies were assessed pre- and post intervention, through the use of formal interviews and observations. The data was analysed and interpreted through thematic analysis. The following themes emerged; self-concept awareness, adaptive emotion-focused- coping strategies and maladaptive emotion- focused coping strategies. Findings of the study confirmed that prior to the intervention, the two child participants were predisposed towards emotion- focused coping, especially maladaptive emotion- focused coping strategies. Post- intervention findings suggested that increased self-concept awareness resulted in the use of two adaptive emotion- focused coping strategies (namely relaxation methods and re-appraisal) with maladaptive emotion- focused coping (namely direct- active physical aggression and direct-passive aggression) remaining. Thus, an association exists between self-concept awareness and emotion- focused coping in children with ADHD. / Dissertation (MEd)--University of Pretoria, 2009. / Educational Psychology / unrestricted

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder that manifests as a developmentally inappropriate pattern of inattention, and hyperactivity or impulsivity. ADHD is a multifactorial disorder with inter alia deficits in selective attention processing. The current diagnosis of ADHD is error-prone as it relies on subjective descriptions and external observations of behavior. Measures that are less reliant on subjective descriptions can enable more accurate and informative diagnoses of ADHD. Wang et al. (2016) have identified two event-related potential (ERP) components, posterior contralateral N2 (N2pc) and distractor positivity (PD) as predictors of ADHD symptom severity in children. N2pc reflects target selection and PD reflects distractor suppression during visual selective attention. The present study aimed to examine how target-evoked N2pc and distractor-evoked PD related to attentional capacity in non-clinical adults. Participants were presented with a visual search paradigm and a self-report scale, the Everyday Life Attention Scale (ELAS). The amplitude of target-evoked N2pc and distractor-evoked PD amplitude was compared to ELAS score in multiple linear regression models. Results displayed that the peak amplitude of target-evoked N2pc was a significant predictor of attentional capacity (as measured with ELAS), while the peak amplitude of distractor-evoked PD was not associated with attentional capacity. Participants with higher attentional capacity (ELAS score) displayed less negative peak amplitudes of target-evoked N2pc. This seems to suggest that target selection, but not distractor suppression in nonclinical adults can predict attentional capacity. However, due to a limited sample size, further research is needed before drawing any major conclusions.

This study investigated the effects of a standing desk on academically engaged time during instruction. The study was conducted with two male students with a diagnosis of Attention Deficit Hyperactivity Disorder. The first participant was in first grade and the second was in eighth grade. The target behaviors for these participants were on-task engagement with academic content during instructional periods in the classroom. The intervention took place in the students’ general education classrooms by introducing a standing desk into the classroom. A traditional ABAB reversal intervention design was used for the first grader, while the eighth grade participant had an alternating treatments design. The results of the study show the standing desk had a mild effect for the first grade student while it had a more positive effect on the eight grade student. Social Validity indicates that the intervention was well received by teachers but slightly less by students

The researcher aimed in this study to answer the research question: how is frustration expressed by the child with attention deficit hyperactivity disorder (ADHD) in middle childhood within the classroom setting? The goal of the study was therefore to explore the expression of frustration in the child with ADHD in middle childhood within the classroom setting. The research population consisted of all children in middle childhood years who had been diagnosed with ADHD and were attending either Arthur Matthews or Montrose Primary Schools. The sampling method was purposive as subjects with these specific attributes were utilized. The extent of the investigation was limited to the observations of 20 children. The exploratory design was used in order to complete the empirical study. A checklist was used for the purpose of gathering data. This data was quantitative information on frustration expressed by children with ADHD in middle childhood, as observed by the researcher. Research results indicate that frustration plays a large role in the school life of a child diagnosed with ADHD. The findings also show that the child with ADHD directs much of his/her frustration towards him/herself. The research findings indicate that frustration that is not dealt with at an early stage will develop into aggression. In order to assist a child in dealing with his/her frustration, it is recommended that the child be taught coping mechanisms which assist him/her in ventilating frustration in a socially acceptable way. Further research into the effective implementation of teaching coping mechanisms to children in middle childhood with ADHD within the classroom setting is recommended. / Dissertation (MSD (Play Therapy))--University of Pretoria, 2004. / Social Work and Criminology / unrestricted

As children with ADHD are typically diagnosed at school entry level, when problems with especially reading and writing occur, primary school teachers are directly affected by a pressing need to become more educated on the subject of ADHD. The responsibility to teach these young children effectively, and help them to successfully cope with their struggles in an academic environment also rests with the primary school teacher. The purpose of this study was to gain an understanding of the experiences of primary school teachers who have children diagnosed with ADHD in their classrooms. The phenomenological approach was used as a lens for collecting and interpreting data. Four participants from a private school were interviewed and transcripts were analysed and interpreted using the Interpretive Phenomenological Approach. The research findings were that the teachers experiences of having children with ADHD in their classrooms were both positive and negative and were affected by several factors including the number of diagnosed children in the classroom, the degree of severity of ADHD, support received from others, medication for ADHD and knowledge of ADHD. Copyright / Dissertation (MA)--University of Pretoria, 2008. / Psychology / unrestricted

The Auditory Continuous Performance Test (ACPT) was evaluated on one group of subjects who had been diagnosed as having attention deficit-hyperactivity disorder (ADHD) and another group for whom ADHD had been ruled out. Although the specificity of the ACPT was acceptably high for a screening test, the sensitivity was very low. The conclusions drawn from these results are limited because of small sample size (n = 23). However, until reports based on large study samples are forthcoming, the use of the ACPT as a screening test for ADHD appears questionable.

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