Bakgrund: Sömnsvårigheter är vanliga hos barn och ungdomar med AST (autismspektrumtillstånd) och ADHD (attention deficit hyperactivity disorder). Fysisk aktivitet kan vara en intervention som förbättrar sömnen hos denna population. Syfte: Att sammanställa aktuell forskning på fysisk aktivitet som fysioterapeutisk behandlingsform för och dess effekter på sömnsvårigheter hos barn och ungdomar med AST/ADHD.  Metod: Systematisk litteraturöversikt med databasen PubMed, med randomiserade kontrollerade studier på engelska i fulltext publicerade 2012–2023. Studierna inkluderade barn och ungdomar 2–18 år med AST/ADHD och jämförde fysisk aktivitet som behandlingsform med en kontrollgrupp utan behandling. Granskning gjordes avseende risk för snedvridning (PEDro-skalan) samt tillförlitlighet till sammanvägt resultat (GRADEstud). Resultat: Fem studier inkluderades och kvalitetsgranskades med PEDro-skalan. Tre ingick i det sammanvägda resultatet. Dessa studerade effekten av fysisk aktivitet på sömneffektivitet, sömnduration och vakentid efter insomning, och två av studierna undersökte effekten på sömnlatens. Tillförlitligheten till det sammanvägda resultatet (tre studier) bedömdes vara låg på grund av bristande samstämmighet och precision. Det sammanvägda resultatet visade signifikant förbättring hos interventionsgruppen på de flesta utfallsmått, och en av studierna visade signifikanta mellangruppsskillnader på de flesta utfallsmått. Konklusion: Det vetenskapliga underlaget för effekt av fysisk aktivitet på sömnsvårigheter hos den ovannämnda populationen är för begränsat för att dra starka slutsatser. Det kan vara en lovande behandlingsform, men mer forskning krävs för att stärka evidensen. Fysisk aktivitet som en del av fysioterapeutisk behandling skulle kunna förbättra sömnkvalitet och främja övergripande hälsa och livskvalitet hos populationen. / Background: Sleep difficulties are common in children and adolescents with ASD (Autism Spectrum Disorder) or ADHD (Attention Deficit Hyperactivity Disorder). Physical activity may be an intervention that improves sleep in this population. Purpose: To compile current research on physical activity as a physiotherapeutic treatment for and its effects sleep difficulties in children and adolescents with ASD/ADHD. Method: Systematic literature review utilizing PubMed database, encompassing full-text randomized controlled trials in English from 2012–2023. The studies included children and adolescents aged 2–18 with ASD/ADHD, comparing physical activity treatment with a control group. The review was conducted regarding the risk of bias (PEDro-scale) and the reliability of the pooled results (GRADEstud). Results: Five studies were assessed for quality using the PEDro scale, with three contributing to the pooled results. These studies investigated various physical activities' effects on sleep, including efficiency, duration, wake time after onset, and two also looked at sleep latency. Due to inconsistency and lack of precision, the pooled results' reliability (from three studies) was low. However, they showed significant improvements in most outcome measures for the intervention group, with only one study revealing intergroup differences. Conclusion: The scientific evidence regarding the effect of physical activity on sleep difficulties in the above-mentioned population is too limited to draw strong conclusions. Physical activity shows promise as a potential treatment, though additional research is needed to strengthen the evidence. The incorporation of physical activity into physiotherapeutic treatment could enhance sleep quality and promote overall health and quality of life in this population.

Enligt läroplanen ifrån Skolverket har alla elever rätt till en likvärdig utbildning, oavsett om eleven är i behov av särskilt stöd eller inte. Skolverket betonar även att med en likvärdig utbildning menas inte att all undervisning utformas eller ser ut på samma sätt för alla. Med denna uppsats är syftet att se hur elever med ADHD karaktäriseras i barnlitteratur och detta görs genom en kvalitativ textanalys utifrån fyra utvalda barnböcker. Analysen gjordes utifrån utvalda handböcker som är skrivna för pedagoger, vårdnadshavare och lärarstudenter för att ge en bredare syn på ämnet. Det framtida syftet blir att användning av uppsatsen ska resultera i bredare kunskap och bidra med konkreta tips på arbetsmetoder för lärare som arbetar med elever med ADHD. Forskning visar att det är förståelse och kunskap kring diagnosen som gör att undervisning av dessa elever brister i dagens skola. Textanalysen görs på fyra barnböcker varav två har pojkar som huvudkaraktärer och två har flickor som huvudkaraktärer. Detta betyder att uppsatsen har en komparativ aspekt då dessa böcker jämförs utifrån ett genusperspektiv. Det är viktigt att framföra denna aspekt därför för att forskningen visar att det finns könsskillnader vid utredningen av diagnosen ADHD. Slutsatsen för denna analys blev att det finns könsskillnader i barnlitteratur som framställer elever med ADHD och att det mesta av framställningarna stämmer överens med facklitteraturen. Resultatet visar även att det går att använda böcker som illustrerar dessa elever för att bidra med kunskap och förståelse för diagnosen till både elever, vårdnadshavare och pedagoger.

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This project investigates different teaching strategies used to support students with ADHD diagnosis in an ESL classroom. Students that go through neurophysiological evaluations and receive treatment for ADHD diagnosis have increased over these last few years. With a clear increase in ADHD diagnoses, teachers are confronted with the challenge of adapting their pedagogical strategies in order to aid the unique needs of students with ADHD. This project explores what current research says about various teaching strategies, such as including the integration of motivational strategies, technology, and arts-oriented activities that aid students with ADHD diagnosis. Motivational strategies entail creating an encouraging and challenging learning environment such as setting goals and involving students in the learning process, which are essential for addressing the decreased motivation observed in students with ADHD. This project also investigates the benefits of technology-enhanced environments, emphasizing the positive impact of computers on the learning experience for students with ADHD. The integration of arts such as drama and drawing are mentioned as crucial strategies for increasing vocabulary acquisition, reducing behavioral issues, improving academic functioning and increasing the sustained attention of students with ADHD diagnosis. Overall, the study seeks to provide a comprehensive understanding of teaching strategies to support students with ADHD in the ESL classroom.

Attention deficit hyperactivity disorder is one of the most common neurodevelopmental disorders, affecting around 7% of the worldwide population in their everyday life. It has been suggested that individuals with ADHD differ in gray matter volume from typically developing controls. However, findings on in which brain areas these differences are located, as well as how gray matter volume is affected by stimulant medication, remain inconclusive. Therefore, this systematic review aimed to investigate any potential differences in gray matter volume in medication-naïve individuals with ADHD compared to controls, focusing on studies using voxel-based morphometry applied to MRI-imaging data A keyword search in the databases Web of Science, Scopus and Medline EBSCO resulted in 349 studies, of which seven met the inclusion criteria and were included in the review. The results included a total of 169 participants diagnosed with ADHD and 148 typically developing controls. Findings suggested decreased cerebellar gray matter volume, potential gender-wise volume differences in the anterior cingulate cortex, and a decrease in caudate gray matter volume, specifically in adults with ADHD. Some limitations include small sample sizes, possible effects of age on gray matter volume, and the overall heterogeneous nature of the disorder. The present review agrees that individuals with ADHD exhibit differences in gray matter volume, but also highlights the importance of expanding research on medication-naïve subjects, to be able to draw more robust scientific conclusions about the neural correlates of ADHD in the future.

The literature demonstrates that children with Attention Deficit Hyperactivity Disorder (ADHD) often experience peer rejection as a result of their difficulties with interpersonal interactions. The manner in which children with ADHD process social information and the extent to which social difficulties may adversely impact these children has remained unclear. In the first part of the study, the perceptions of social support between boys (ages 7 to 11 years) with and without ADHD were compared. An analysis of variance procedure (ANOVA) was performed and children with ADHD were found to perceive significantly lower levels of social support from their classmates than normal peers at pretreatment. The groups did not differ significantly with regard to perceptions of parent, teacher, and close friend support. In the second part of the study, the role of ADHD parent training and its effectiveness in decreasing problem-behaviors, ameliorating social problems, and enhancing perceptions of social support was examined. Repeated measures MANOVAs revealed a significant rater (mother and teacher) by time (pretreatment and posttreatment) interaction effect for total behavior problems, externalizing behavior problems, internalizing behavior problems, and social problems. On each scale, mothers reported more behavior problems than teachers at pretreatment, but fewer problems than teachers at posttreatment assessment. Main effects were not detected. ANOVAs performed on social support ratings by children with ADHD demonstrated a significant increase in their perceptions of parental support between pretreatment and posttreatment. Children's ratings of teacher, close friend, and classmate support did not differ significantly between pretreatment and posttreatment. The findings suggest that children with ADHD are socially perspicacious and sensitive to subtle changes within their social support systems. The parent training program appeared to help with the amelioration of problem behaviors in the home, but results did not indicate generalization of improvements to the classroom. Implications of the findings were discussed and suggestions were made for providing assistance to children with ADHD.

Influences between quality of intimate heterosexual relationships, parenting style, and externalizing and internalizing behavior problems of children with Attention-deficit Hyperactivity Disorder (ADHD) were examined in a sample of intact and single parent families. The perspective on marital quality was expanded to include an examination of intimate adult relationships within single parent households. Associations between the quality of custodial parents' serious dating and/or cohabiting relationships, parenting style and the behavior problems of children with ADHD were studied. Results from this study found tentative support for previous findings that family functioning may mediate the development of conduct disorders among children with ADHD.

Many learners find the study of introductory computer programming difficult. This is also true of children with attention deficit hyperactivity disorder (ADHD), and we need an improved understanding of how they learn programming. After reviewing the constructivist approach to teaching and learning and investigating ADHD, this study explored strategies for constructive learning of introductory programming. The aim was to evaluate the effectiveness of the Karplus learning cycle to teach introductory programming. This was done through qualitative research from an interpretive perspective. Action research techniques were employed and data analysed using grounded theory methods. Four major constructivist teaching categories emerged, all of which support the use of the Karplus cycle. It is concluded that the three-phase Karplus cycle can be used to assist these learners learn introductory programming. However, it needs to be understood more broadly and the middle phase broken into two subphases to ensure effective learning. / Mathematical Sciences / M. Sc. (Mathematical Sciences)

Thesis (M.Tech.: Homeopathy)-Dept. of Homeopathy, Durban University of Technology, 2007 xxxii, 285 leaves / The epidemic proportion of ADD/ADHD diagnosis is gaining widespread attention from parents, educators, doctors and other health care providers. Parents are seeking alternatives, as they are concerned about the use and side effects of methylphenidate hydrochloride (e.g. Ritalin®, Adaphen®, Concerta®) and other conventional drugs used to treat the symptoms of ADD/ADHD (Badat, 2004 and Picton, 2004). The aim of this research was to document the current practices of registered homoeopathic practitioners, with regard to Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD). In addition, their perceptions regarding aeitiology, treatment, management and success rate was investigated. This research took the form of a qualitative-quantitative survey (questionnaire) targeting homoeopaths practicing in the Johannesburg Metropolitan Area